NotesFAQContact Us
Collection
Advanced
Search Tips
Laws, Policies, & Programs
No Child Left Behind Act 20012
Lau v Nichols1
What Works Clearinghouse Rating
Does not meet standards2
Showing 181 to 195 of 207 results Save | Export
Peer reviewed Peer reviewed
Direct linkDirect link
Gottardo, Alexandra; Mueller, Julie – Journal of Educational Psychology, 2009
First-language (L1) and 2nd-language (L2) oral language skills and L2 word reading were used as predictors to test the simple view of reading as a model of 2nd-language reading comprehension. The simple view of reading states that reading comprehension is related to decoding and oral language comprehension skills. One hundred thirty-one…
Descriptors: Reading Comprehension, Structural Equation Models, Oral Language, Phonological Awareness
Peer reviewed Peer reviewed
Direct linkDirect link
Palmer, Deborah K. – International Journal of Qualitative Studies in Education (QSE), 2008
Two-way immersion is a model for bilingual education designed to help language-minority students develop additive bilingualism while at the same time offering language-majority students a chance to learn a second language. There is a great deal of rhetoric around two-way immersion that claims these programs aim to improve overall equity among…
Descriptors: Immersion Programs, Bilingual Education, Elementary School Students, Self Concept
Arriaza de Allen, Stephanie Liset – ProQuest LLC, 2010
Many English language learners (ELLs) in schools experience reading difficulties, particularly Spanish-speaking students. This is a serious problem given the tendency for struggling readers to fall further behind as they advance in school. This issue becomes more pressing as the number of ELLs enrolled in schools rises and the availability of…
Descriptors: Small Group Instruction, Reading Difficulties, Intervention, Sight Vocabulary
Waite, Bryan; Anderson, Genan; Byrd, Elaine; Hudgins, Talitha; Nelson, Julie; Patch, Mike; Simmerman, Sue – Online Submission, 2010
Friendships and their formation are an important part of the educational experience for K-12 students. With the ever increasing ethnic and racial diversity that is filling our schools, it is paramount that we examine how children choose their friends. This study examined whether or not race and ethnicity play a role in how children choose with…
Descriptors: Proximity, Interaction, Ethnicity, Elementary School Students
Peer reviewed Peer reviewed
Direct linkDirect link
Neugebauer, Sabina Rak; Currie-Rubin, Rachel – Reading Teacher, 2009
A read-aloud program focused on vocabulary and comprehension skills for children bilingual in Quechua and Spanish was evaluated for efficacy. The authors present a study with classrooms of first-grade students, suggesting that specific read-aloud strategies that target the use of background knowledge in a discussion-based format can be a…
Descriptors: Reading Comprehension, Reading Aloud to Others, Foreign Countries, Reading Instruction
Peer reviewed Peer reviewed
Direct linkDirect link
Sun-Alperin, M. Kendra; Wang, Min – Contemporary Educational Psychology, 2008
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…
Descriptors: Speech Communication, Spelling, Vowels, Grade 3
Peer reviewed Peer reviewed
Direct linkDirect link
Gottardo, Alexandra; Collins, Penny; Baciu, Iuliana; Gebotys, Robert – Learning Disabilities Research & Practice, 2008
We examined the components of first (L1) and second language (L2) phonological processing that are related to L2 word reading and vocabulary. Spanish-speaking English learners (EL) were classified as average or low readers in grades 1 and 2. A large number of children who started out as poor readers in first grade became average readers in second…
Descriptors: Predictor Variables, Grade 2, Grade 1, Spanish Speaking
Peer reviewed Peer reviewed
Direct linkDirect link
Cirino, Paul T.; Vaughn, Sharon; Linan-Thompson, Sylvia; Cardenas-Hagan, Elsa; Fletcher, Jack M.; Francis, David J. – American Educational Research Journal, 2009
The authors report 1-year follow-up data from 215 English language learners with reading difficulties who received a supplemental first grade reading intervention in the language of their core reading instruction. The researchers provided no intervention or boosters in second grade. The Spanish study revealed significant differences favoring…
Descriptors: Intervention, Reading Difficulties, Spanish Speaking, English (Second Language)
Peer reviewed Peer reviewed
Direct linkDirect link
Reyes, Sharon Adelman – Journal of Latinos & Education, 2007
Welcome to the classroom of Jill Sontag and her 19 young bilingual collaborators. Join them as they simultaneously explore the world of insects and the world of language. These curious and energetic second graders are easily drawn into the realm of bugs. Encouraging them to speak in Spanish, however, is a bit more complicated. Jill uses her…
Descriptors: Grade 2, Entomology, Second Language Learning, Bilingual Education
Peer reviewed Peer reviewed
Direct linkDirect link
Goikoetxea, Edurne – British Journal of Educational Psychology, 2006
Background: Studies focusing on reading errors can help to understand how children learn to read and to structure key components of reading instruction. However, no prior studies have examined which letters might be a greater source of difficulty for beginning readers in Spanish. Aims: First, to examine the pattern of reading errors in beginning…
Descriptors: Grade 1, Grade 2, Early Reading, Spanish Speaking
Peer reviewed Peer reviewed
Direct linkDirect link
Saenz, Terry Irvine; Felix, Denise M. – Communication Disorders Quarterly, 2007
This study surveyed the literacy practices of 45 English-speaking parents of Latino kindergarten through second graders using English questionnaires. The results of the survey were similar in many respects to other studies of English-speaking Latinos and unlike studies of Spanish-speaking Latinos. Respondents reported numbers of children's books…
Descriptors: Reading Aloud to Others, Reading Instruction, Emergent Literacy, Grade 2
Peer reviewed Peer reviewed
PDF on ERIC Download full text
What Works Clearinghouse, 2007
"Peer Tutoring and Response Groups" aims to improve the language and achievement of English language learners by pairing or grouping students to work on a task. The students may be grouped by age or ability (English-only, bilingual, or limited English proficient) or the groups may be mixed. Both peer tutoring pairs and peer response…
Descriptors: Intervention, Reading Achievement, Mathematics Achievement, Second Language Learning
Peer reviewed Peer reviewed
Direct linkDirect link
Kandel, Sonia; Valdois, Sylviane – Language and Cognitive Processes, 2006
This study used a copying task to examine spelling acquisition in French and Spanish from a perception and action perspective. Experiment 1 compared French and Spanish-speaking monolingual children's performance. Experiment 2 analysed the behaviour of bilingual children when copying words in French and Spanish. Gaze lift analysis showed that in…
Descriptors: French, Spanish Speaking, Visual Perception, Monolingualism
Peer reviewed Peer reviewed
Direct linkDirect link
Sparks, Richard L; Patton, Jon; Ganschow, Leonore; Humbach, Nancy; Javorsky, James – Annals of Dyslexia, 2006
Fifty-four students were tested at specific time intervals over 10 years to determine best native language (NL) predictors of oral and written foreign language (FL) proficiency and FL aptitude. All participants completed two years of Spanish, French, or German. Each was administered measures of NL literacy, oral language, and cognitive ability in…
Descriptors: Written Language, Intervals, Cognitive Ability, Oral Language
Peer reviewed Peer reviewed
Direct linkDirect link
Reese, Leslie; Goldenberg, Claude; Saunders, William – Elementary School Journal, 2006
This study examined the reading performance on the Woodcock Language Proficiency Battery--Revised (WLPB-R), in Spanish and English, of 183 Spanish-speaking students in kindergarten through grade 2 in 3 schools with 4 instructional programs for English learners: structured English immersion, transitional bilingual, developmental bilingual, and dual…
Descriptors: Second Language Learning, Grade 2, Kindergarten, Spanish Speaking
Pages: 1  |  ...  |  4  |  5  |  6  |  7  |  8  |  9  |  10  |  11  |  12  |  13  |  14