Resource Library

Displaying 1 - 10 of 95

Making “Small Waves of Change”: Dual Language and General Education Teacher Transformation through Instructional Coaching

Published Year

2023

Resource Type

Journal

Target Audience(s)

Administrators

Educational Leaders

Elementary Educators

Researchers

This multisite qualitative case study explores ways in which instructional coaching focused on English language development (content)and teachers’ individual beliefs (process) can help general education and dual language bilingual education elementary teachers work within and through perceived in

Understanding and Supporting Literacy Development Among English Learners: A Deep Dive into the Role of Language Comprehension

Published Year

2020

Resource Type

Journal

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.

Content Counts and Motivation Matters: Reading Comprehension in Third-Grade Students Who Are English Learners

Published Year

2020

Resource Type

Journal

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

Published Year

2020

Resource Type

Journal

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.

Keeping Language in Mind: An Exploratory Study of English Learners' Performance on Three Language and Literacy Assessments

Published Year

2020

Resource Type

Journal

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

Bilingual versus Monolingual Vocabulary Instruction for Bilingual Children with Hearing Loss

Published Year

2018

Resource Type

Journal

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.

Correlates of reading comprehension and word-problem solving skills of Spanish-speaking dual language learners

Published Year

2019

Resource Type

Journal

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.

Supporting Reading Comprehension for Students Who Are Learning English and Have Learning Disabilities

Published Year

2019

Resource Type

Journal

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.

Effects of Home Language, Oral Language Skills, and Cross-Linguistic Phonological Abilities on Whole-Word Proximity in Spanish-English-Speaking Children

Published Year

2019

Resource Type

Report

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.

Bilingual versus Monolingual Vocabulary Instruction for Bilingual Children with Hearing Loss

Published Year

2018

Resource Type

Report

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