NotesFAQContact Us
Collection
Advanced
Search Tips
What Works Clearinghouse Rating
Does not meet standards2
Showing 1 to 15 of 148 results Save | Export
Peer reviewed Peer reviewed
Direct linkDirect link
Catherine Lemmi; Greses Pérez – International Journal of Science Education, 2024
In a phenomenon known as translanguaging, multilingual learners draw freely from their repertoires without regard for language boundaries. Although multilingual learners live their lives between languages in their communities, science education is just beginning to acknowledge the important role of their hybrid language practices for learning.…
Descriptors: Grade 4, Public Schools, Bilingual Teachers, Bilingual Students
Peer reviewed Peer reviewed
Direct linkDirect link
Jie Zhang; Zhenjie Hou; Lana Kharabi-Yamato; Stephen Winton; Azizah Curry Iluore; Grace Lee; Huan Zhang; Rosa Nam – Journal of Research in Reading, 2024
Background: Upper elementary grade students encounter increasingly complex texts with abundant morphologically complex words. Despite the positive effects of morphology-based vocabulary instruction, emergent bilinguals with limited word reading skills may need additional support. Methods: This study investigated the effects of morphological…
Descriptors: Bilingualism, Elementary School Students, Morphology (Languages), Vocabulary
Jennifer Moore Vice-Reshel – ProQuest LLC, 2024
The purpose of this study was to investigate Spanish-speaking multilingual learner (MLL) students' long-term academic outcomes after participation in an early childhood education (ECE) program with English instruction. The study included 359 Spanish-speaking MLLs who qualified for Free and Reduced Lunch from Grade 1 to Grade 6. Participants…
Descriptors: Early Childhood Education, English (Second Language), Second Language Learning, Grade 2
Peer reviewed Peer reviewed
Direct linkDirect link
Klauda, Susan Lutz; Taboada Barber, Ana; McAllen, Elizabeth B. – Reading Psychology, 2020
Employing a mixed methods approach, this study examined the reading motivations of dual language learners (DLLs) in Grades 3-5 in a suburban Title I school in which the student population was predominantly Hispanic. Twenty-one students completed self-report surveys and participated in interviews focused on two intrinsic motivations (involvement…
Descriptors: Reading Motivation, Bilingual Students, Elementary School Students, Hispanic American Students
Klauda, Susan Lutz; Taboada Barber, Ana; McAllen, Elizabeth B. – Grantee Submission, 2020
Employing a mixed methods approach, this study examined the reading motivations of dual language learners (DLLs) in Grades 3-5 in a suburban Title I school in which the student population was predominantly Hispanic. Twenty-one students completed self-report surveys and participated in interviews focused on two intrinsic motivations (involvement…
Descriptors: Reading Motivation, Bilingual Students, Elementary School Students, Hispanic American Students
Peer reviewed Peer reviewed
Direct linkDirect link
Vernucci, Santiago; Aydmune, Yesica; Andrés, María Laura; Burin, Débora Inés; Canet-Juric, Lorena – Applied Cognitive Psychology, 2021
The present study analyzed the joint predictive role of verbal working memory (WM), verbal short-term memory (STM), fluid intelligence, and intelligence mindset in reading comprehension, controlling for prior reading comprehension performance, in typically developing Spanish-speaking school-aged children. A sample of 83 children aged 9-10 years…
Descriptors: Short Term Memory, Intelligence, Prediction, Reading Comprehension
Peer reviewed Peer reviewed
Direct linkDirect link
Salmerón, Cori – Bilingual Research Journal, 2022
While scholars across a range of disciplines challenge the idea that bi/multilinguals have separate linguistic repertoires, monolingual expectations are common in bilingual education. Using elements of case study design and discourse analysis, I explore translanguaging as both a dynamic linguistic practice and a linguistically sustaining pedagogy…
Descriptors: Elementary School Teachers, Writing Teachers, Writing Instruction, Writing Workshops
Peer reviewed Peer reviewed
Direct linkDirect link
La Serna, Jillian – Foreign Language Annals, 2022
This paper draws from a broader research project and reports on literacy program supports and instructional strategies in two-way immersion (TWI) classrooms (Grades 3-5) where the partner language is Spanish. The study examined TWI classrooms in which students from multiple demographics were performing at or above the state average on reading…
Descriptors: Literacy Education, Teaching Methods, Immersion Programs, Grade 3
Pitner, Hannah – ProQuest LLC, 2023
Relatively little research has considered how tasks are performed and experienced by students in different types of classrooms. Research shows that innovative classroom designs can lead to higher levels of cognitive engagement, connections between form and meaning, and more diverse forms of input (Schmidt, 1990; Svalberg, 2012) and are…
Descriptors: Second Language Learning, Spanish, Elementary School Students, Grade 4
Peer reviewed Peer reviewed
Direct linkDirect link
Jennifer Altavilla; Paula Elosua; Guillermo Solano-Flores – Journal of Multilingual and Multicultural Development, 2023
We examined the influence of language and socioeconomic factors on academic achievement in the Basque Autonomous Community (BAC): a multilingual society with a recent history of language revitalisation. We analysed scores obtained by Grade 4 and Grade 10 students on a diagnostic mathematics test administered in either Basque or Spanish in the BAC.…
Descriptors: Foreign Countries, Academic Achievement, Language Maintenance, Native Language
Peer reviewed Peer reviewed
Direct linkDirect link
Mancilla-Martinez, Jeannette; Hwang, Jin Kyoung; Oh, Min Hyun; Pokowitz, Elena Lauren – Journal of Speech, Language, and Hearing Research, 2020
Purpose: Elementary-age dual language learners (DLLs) from Spanish-speaking homes in the United States are often characterized as at risk for low vocabulary in both Spanish and English. This longitudinal study examined conceptually scored receptive and expressive vocabulary development among DLLs from Spanish-speaking, low-income homes and…
Descriptors: Bilingualism, Elementary School Students, Vocabulary Development, Spanish Speaking
Peer reviewed Peer reviewed
Direct linkDirect link
Lázaro, Miguel; Acha, Joana; de la Rosa, Saray; García, Seila; Sainz, Javier – Reading and Writing: An Interdisciplinary Journal, 2017
This study was designed to examine the developmental course of the suffix frequency effect and its role in the development of automatic morpho-lexical access. In Spanish, a highly transparent language from an orthographic point of view, this effect has been shown to be facilitative in adults, but the evidence with children is still inconclusive. A…
Descriptors: Spanish Speaking, Suffixes, Adults, Children
Peer reviewed Peer reviewed
Direct linkDirect link
Doris Ann Villarreal – Bilingual Research Journal, 2024
This qualitative case study examines how one bilingual teacher draws on their critical consciousness to support immigrant students and their families. Drawing on the construct of conscientization, I argue praxis is the embodiment of critical consciousness through acts of responsiveness and actions educators enact to rewrite unjust spaces and…
Descriptors: Bilingual Teachers, Activism, Bilingual Education, Spanish
Peer reviewed Peer reviewed
Direct linkDirect link
Almaguer, Isela; Esquierdo, J. Joy – AERA Online Paper Repository, 2022
This study aimed to compare the performance on the state assessment STAAR Reading between BLs in a one-way dual language program compared to the average scale scores of ELs in the state of Texas. The results of these data points taken in three different grade levels from the same group of bilingual learners demonstrate the beginning of positive…
Descriptors: Reading Achievement, Achievement Tests, Bilingual Students, Elementary School Students
Peer reviewed Peer reviewed
Direct linkDirect link
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
Previous Page | Next Page »
Pages: 1  |  2  |  3  |  4  |  5  |  6  |  7  |  8  |  9  |  10