STEM achievement gaps between Latinx and their non-Hispanic White (NHW) counterparts emerge in early childhood and persist through adulthood. Culturally relevant STEM interventions can help counter some of the Latinx higher attrition rates in STEM, especially if they are initiated in elementary school. This study assesses the feasibility,…

This paper is the first to examine the longitudinal results of six years of implementation of Literacy Squared, a biliteracy model for Spanish/English speaking emerging bilingual students. This model includes paired literacy instruction with grade-specific time allocations for Spanish literacy and literacy-based ELD. Furthermore, cross-language…

The Colorado Reading to Ensure Academic Development Act requires grade-level attainment in literacy in English for students in grades K-3. Its practical outcome, however, has been to pressure schools with bilingual programs to shift their instructional language allocations towards more English in the early grades. Proposed rule revisions debated…

The purpose of this single-subject longitudinal study was to examine the Spanish and English biliterate development of U.S. Latino Spanish/English speaking students, who we call emerging bilingual students, as they participated in an innovative biliteracy instructional program titled Literacy Squared®. Findings indicate that across the three years…

This study examines semantic development in 60 Spanish-English bilingual children, ages 7 years 3 months to 9 years 11 months, who differed orthogonally in age (younger, older) and language experience (higher English experience [HEE], higher Spanish experience [HSE]). Children produced 3 associations to 12 pairs of translation equivalents. Older…

Data systems that use monolingual language frameworks to understand the reading achievement of third-grade students provide inadequate information about emerging bilingual (EB) learners. The authors of this research study apply two competing ideologies (parallel monolingualism and holistic bilingualism) to interpret one set of data. Their findings…

The purpose of this mixed-methods study was to explore and identify issues related to training teachers to use a bilingual writing rubric designed to examine the biliterate writing of emerging bilingual students who are participating in a biliteracy model. Findings indicate the need to provide clarifications on the rubric rating criteria and the…

This study explored the application of a holistic bilingual view to assess the writing of emerging bilingual children. The study is part of a 5-year longitudinal research and intervention project that explores the biliteracy development of Spanish-English emerging bilingual students who are receiving instruction in both languages. Participants…

This study responds to regional and national needs by examining the impact on students' English language proficiency of a particular set of ELL-specific classroom materials in combination with a specific teacher professional development program. The classroom materials used in this study, entitled On Our Way to English (OWE), were authored by…

The study examined how the English reading performance of predominantly Spanish-speaking students in transitional bilingual education compared with the performance of predominantly Spanish-speaking students in structured English immersion. The study analyzed data on three cohorts of students in six schools in Los Angeles; Denver; Albuquerque; St.…

The purpose of this study was to analyze the effects of a two-way immersion elementary school program on academic achievement at the end of the elementary school and the end of the first year of junior high school. Longitudinal high stakes test data in reading, writing, and mathematics were collected on native English speakers and native Spanish…

The purpose of this study was to understand relationships between English proficiency and academic performance for a group of English language learners (ELLs) from 4 elementary schools. Descriptive and inferential statistics were used to examine scores from the Language Assessment Scales, the Woodcock-Munoz Language Survey, and the Colorado…