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Lisa M. Domke; María A. Cerrato; Elizabeth H. Sanders; Michael Vo – Language and Education, 2025
Because word problems present mathematical information through a scenario, they are language-intensive and require mathematical and reading comprehension skills to solve them. In addition, they are linguistically complex, which makes them challenging for all learners, especially multilingual learners. Given the rising number of dual-language…
Descriptors: Difficulty Level, Word Problems (Mathematics), Mathematics Instruction, Mathematics Skills
Marilyn Joyce Flynn – ProQuest LLC, 2022
English language learners (ELLs) tend to be the fastest growing subgroup within the United States, and many teachers can expect to have them in their classrooms. The problem addressed in this study is the lack of literacy skills in Spanish-speaking ELLs which puts them at risk for future reading difficulties and being unprepared for the next grade…
Descriptors: English Language Learners, Academic Achievement, Literacy, Skill Development
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Lara Bryfonski – Language Teaching Research, 2024
This study investigated the relationship between task-based teacher training and novice English language teachers' cognitions and implementations of tasks in Honduran bilingual schools. After participating in a four-week training program on task-based language teaching, teachers with little or no prior teaching experience designed task-based…
Descriptors: Beginning Teachers, Educational Principles, Teaching Methods, Teaching Experience
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Woolpert, Darin – Reading and Writing: An Interdisciplinary Journal, 2016
Dual-language learner (DLL) children typically learn to write while still learning English, with vocabulary appearing to be a particularly vulnerable domain. This study investigates how a reduced English lexicon impacts English writing in DLL children. Participants were 100 Spanish-speaking DLLs and 100 of their monolingual classmates in first…
Descriptors: English (Second Language), Second Language Learning, Second Language Instruction, Bilingual Education
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Evans, Leanne M.; Avila, Antonieta – Childhood Education, 2016
Language is one of the most important drivers of children's socialization and development of a sense of belonging within their school, community, and culture. For bilingual and multicultural children in particular, language plays a critical role in the development of their identity. If emergent language learners do not feel confident in their…
Descriptors: Science Instruction, Bilingual Education, Multicultural Education, Scientific Literacy
de la Torre, Marisa; Blanchard, Alyssa; Allensworth, Elaine M.; Freire, Silvana – University of Chicago Consortium on School Research, 2019
Previous studies about ELs have reported data on active English Learners--defined as those students who have not yet reached proficiency on a state English test--at a specific moment in time. This study, for the first time, analyzed the long-term trajectories of 18,000 CPS students who began kindergarten as ELs and followed their progress all the…
Descriptors: Public Schools, Elementary School Students, Middle School Students, English Language Learners
Peller, Sarah – ProQuest LLC, 2014
The present study examined the relationship between children's early literacy-related abilities and their reading achievement in late elementary school in the context of a Puerto Rican community in Massachusetts. The researcher examined four years of student achievement test data from the public elementary schools of Holyoke, Massachusetts. The…
Descriptors: Puerto Ricans, Reading Tests, Grade 1, Grade 4
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O'Donnell, Julie; Kirkner, Sandra L. – School Community Journal, 2014
Latino families highly value education and are committed to their children's educational success; however, Latino students often experience educational challenges. Well-designed family involvement programs can encourage Latino families, especially new immigrants or monolingual Spanish-speakers, to increase their involvement resulting in positive…
Descriptors: Hispanic Americans, Hispanic American Students, Family Involvement, Low Income Groups
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Defior, Sylvia; Jimenez-Fernandez, Gracia; Serrano, Francisca – Learning and Instruction, 2009
This study investigated how Spanish orthographic code complexities influence learning to spell. Word and pseudoword dictation tests were carried out by 208 first- to fourth-grade students. Items included the following orthographic code complexities: digraph, contextual effect, position effect, letter H, inconsistency, and stress mark. The results…
Descriptors: Spelling, Context Effect, Grade 1, Grade 4
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What Works Clearinghouse, 2010
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.…
Descriptors: Educational Research, Bilingual Education, Immersion Programs, Reading Achievement
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Sanchez, Serafin V.; Rodriguez, Billie Jo; Soto-Huerta, Mary Esther; Villarreal, Felicia Castro; Guerra, Norma Susan; Flores, Belinda Bustos – Language Assessment Quarterly, 2013
Current assessment practices in the United States are not able to accurately capture the total linguistic, cognitive, and achievement abilities of bilingual learners. There are psychometric complexities involved when assessing and interpreting test results of bilingual students, which impact the validity of this practice. Further, the compromise…
Descriptors: Bilingualism, Psychometrics, Difficulty Level, Language Tests
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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
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Dominguez De Ramirez, Romilia; Shapiro, Edward S. – Psychology in the Schools, 2007
This study examined whether oral reading fluency in a child's first language (Spanish) as assessed by Curriculum-Based Measurement (CBM) was related to oral reading fluency in a second language (English) and whether Spanish oral reading fluency probes administered in the fall were predictive of English oral reading fluency outcomes for spring of…
Descriptors: Second Language Learning, Curriculum Based Assessment, Bilingualism, Bilingual Education
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Hofstetter, Carolyn Huie – Bilingual Research Journal, 2004
This study examined the effectiveness of a transitional Spanish-English bilingual program, Academic Language Acquisition (ALA), in enhancing K-5 students' English-language proficiency, as well as their English performance in academic subject areas, in comparison with the Structured English Immersion (SEI) process. An existing reading program,…
Descriptors: Program Effectiveness, Scoring, Reading Programs, English (Second Language)
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Langdon, Henriette W. – Multiple Voices for Ethnically Diverse Exceptional Learners, 2002
This article focuses on factors that impact identification of and services for English-language learners (ELLs) with suspected language-learning disabilities. These factors include (a) home and school environments, (b) the school's philosophy, (c) instructional strategies, and (d) other contextual variables that affect language use. In addition,…
Descriptors: Educational Strategies, Learning Disabilities, Academic Achievement, Second Language Learning