Most research on linguistic features of test items negatively impacting English language learners' (ELLs') performance has focused on lexical and syntactic features, rather than discourse features that operate at the level of the whole item. This mixed-methods study identified two discourse features in 162 multiple-choice items on a standardized…

To learn from an error, students must correct the error by engaging in sense-making activities around the error. Past work has looked at how supporting collaboration around errors affects learning. This paper attempts to shed further light on the role that collaboration can play in the process of overcoming an error. We found that good…

Little research has examined individual linguistic features that influence English language learners (ELLs) test performance. Furthermore, research has yet to explore the relationship between the science strand of test items and the types of linguistic features the items include. Utilizing Differential Item Functioning, this study examines ELL…

In this chapter, we describe several intelligent tutoring systems (ITSs) designed to support student literacy through reading comprehension and writing instruction and practice. Although adaptive instruction can be a powerful tool in the literacy domain, developing these technologies poses significant challenges. For example, evaluating the…

Randomized experiments are often considered the strongest designs to study the impact of educational interventions. Perhaps the most prevalent class of designs used in large scale education experiments is the cluster randomized design in which entire schools are assigned to treatments. In cluster randomized trials (CRTs) that assign schools to…

For English learners (ELs), reclassifying to fluent English proficient (RFEP) signifies reaching a milestone indicating the ability to function in mainstream classes without support. Little is known about the discrepancy between the number of ELs who meet reclassification criteria and the number who are reclassified as fluent English proficient,…

Background: This study evaluated the impact on student's writing ability of a structured writing program, called "Writing Wings," for 3rd, 4th, and 5th graders developed by the Success For All Foundation (SFAF). Writing is a critical skill for success in school. Purpose: The study was intended to answer one confirmatory question,…