Resource Library

A distinguishing feature of English learners (ELs) centers on coming from homes in which a language other than or in addition to English is used, but bilingualism itself is not a risk factor for low academic achievement.

This study examined the role of science domain knowledge, reading motivation, and decoding skills in reading comprehension achievement in third-grade students who are English learners (ELs) and students who are monolingual, using a nationally representative data set.

Word Generation is a supplemental program designed to improve reading comprehension by building students' vocabulary, academic language, and perspective-taking skills through classroom discussion and debate.

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

A sample of 72 Spanish-speaking dual language learners (DLLs) in first and second grade completed measures of reading comprehension, decoding, vocabulary, and word-problem solving skills in Spanish and English.

This study examined the efficacy of vocabulary instructional practices for teaching bilingual children with hearing loss. There is little information in the research literature on the degree the child's home language is used.

The article describes research-based instructional practices to improve the reading comprehension and academic vocabulary of English Learners (ELs) in the secondary grades. Adolescent ELs who have difficulty with English proficiency most likely have difficulty with reading comprehension.

This study examined language use and language ability factors that predict phonological whole-word proximity in young Spanish-English-speaking children. Participants were 199 Latino children aged 3;0-6;6 (years;months) and their mothers.

This study examined the efficacy of vocabulary instructional practices for teaching bilingual children with hearing loss. There is little information in the research literature on the degree the child's home language is used.

This study compared children's receptive and expressive word learning using three types of media (i.e., print text, video, and electronic text) in kindergarten and fourth grade classrooms that included ELs and non-ELs.