Resource Library

This article is the third of a three-part series examining whether the language used in mathematics items on the National Assessment for Educational Progress (NAEP) impacts the results of English language learners (ELs), and if modifications can be made to ensure more equitable assessment experience

This study examined if early interventions reinforcing the phonemic awareness skills of non-Spanish-speaking English learners (ELs) can positively impact their reading and spelling levels.

This article proposes a framework for state level education policies for English learners (ELs).

This case study examines Dual Language Program (DLP) implementation in Arizona, a state that has legally mandated English-only education for English learners (ELs). It highlights the benefits of DLP such as bilingualism, biliteracy, and biculturalism, as well as the challenges DLP poses.

Do Spanish and English core academic language skills (CALS) contribute to English reading comprehension? That was the question this study investigated using Spanish-English dual language learners in Grades 4 and 5 (n = 165) as the subjects.

This mixed-method study compared the performance of adolescent English learners (ELs) on the Qualitative Reading Inventory-5 (QRI-5), Peabody Picture Vocabulary Test-4 (PPVT-4), and Words Their Way Elementary Spelling Inventory (ESI) to existing data from English-proficient students' performanc

The purpose of this study was to investigate the collaborative practices English as a second language (ESL) teachers and classroom teachers currently use, and to formulate recommendations for enhancing these collaborative professional relationships that support the instruction of English learners (E

This article is intended as a primer on bilingualism for school psychologists who may not be cognizant of the differences between the bilingual and monolingual brain.

This study examines the academic development of children with autism spectrum disorder (ASD) who are bilingual.

This article is the second of a three-part series examining whether the language used in mathematics items on the National Assessment for Educational Progress (NAEP) impacts the results of English language learners (ELs), and if modifications can be made to ensure more equitable assessment experienc