This article reports on a formative experiment involving the implementation of long-term multifaceted vocabulary instruction in second-grade Spanish-English dual-immersion classes. The findings indicate that students in the second year of the project showed accelerated growth in English vocabulary knowledge in comparison to the norming sample of a…

There is ongoing debate within the field of bilingual education concerning the extent to which instructional languages should be separated. However, neither side has sufficiently addressed how language practices and policies shape the ideological space of the classroom, and the concomitant implications for student learning and sense-making around…

This longitudinal study examined how language ability relates to mathematical development in a linguistically and ethnically diverse sample of children from 6 to 9 years of age. Study participants were 75 native English speakers and 92 language minority learners followed from first to fourth grades. Autoregression in a structural equation modeling…

We examined theoretical issues concerning the development of reading fluency and language proficiency in 390 English Language Learners (ELLs,) and 149 monolingual, English-as-a-first language (EL1) students. The extent to which performance on these constructs in Grade 5 (i.e., concurrent predictors) contributes to reading comprehension in the…

Anglophone children in Grades 2 and 5 who attended an intensive French immersion program were examined for linguistic and metalinguistic ability in English and French. Measures of linguistic proficiency (vocabulary and grammatical knowledge) were consistently higher in English and remained so even after 5 years of immersion education in French.…

Twenty-four studies were included in this systematic review of vocabulary research literature. The review corroborates the findings of past studies that several strategies have emerged that increase students' vocabulary knowledge. Findings further reinforce the National Reading Panel's recommendations regarding the context and magnitude of studies…

The development of English language learners (ELLs) was explored from kindergarten through eighth grade within a nationally representative sample of first-time kindergartners (N = 19,890). Growth curve analyses indicated that, compared to native English speakers, ELLs were rated by teachers more favorably on approaches to learning, self-control,…

In this study, predictors of reading and spelling difficulties among children learning more transparent (Norwegian/Swedish) and less transparent (English) orthographies were examined longitudinally from preschool through Grade 2 using parallel versions of tests. A series of logistic regression analysis indicated three main findings. First,…

Vowels in Spanish have direct one-to-one letter-sound correspondences, whereas vowels in English usually have multiple spellings. For native Spanish-speaking children learning to spell in English, this transition from a shallow to a deep orthography could potentially cause difficulties. We examined whether the spelling of English vowel sounds was…