Publication Date
In 2025 | 0 |
Since 2024 | 4 |
Since 2021 (last 5 years) | 6 |
Since 2016 (last 10 years) | 19 |
Since 2006 (last 20 years) | 29 |
Descriptor
Grade 4 | 29 |
Grade 6 | 28 |
Grade 5 | 23 |
Elementary School Students | 20 |
Spanish Speaking | 17 |
Spanish | 15 |
Grade 7 | 14 |
Grade 3 | 13 |
Grade 8 | 11 |
Foreign Countries | 10 |
Standardized Tests | 10 |
More ▼ |
Source
Author
Publication Type
Reports - Research | 22 |
Journal Articles | 14 |
Numerical/Quantitative Data | 11 |
Reports - Descriptive | 3 |
Dissertations/Theses -… | 2 |
Collected Works - Proceedings | 1 |
Reports - Evaluative | 1 |
Speeches/Meeting Papers | 1 |
Education Level
Grade 4 | 29 |
Grade 6 | 29 |
Elementary Education | 28 |
Intermediate Grades | 28 |
Middle Schools | 27 |
Grade 5 | 23 |
Early Childhood Education | 17 |
Primary Education | 17 |
Grade 7 | 14 |
Junior High Schools | 14 |
Secondary Education | 14 |
More ▼ |
Audience
Location
Texas (Houston) | 7 |
Spain | 4 |
Texas | 2 |
Argentina | 1 |
Australia | 1 |
California | 1 |
Canada | 1 |
Honduras | 1 |
Malaysia | 1 |
Mexico | 1 |
Puerto Rico | 1 |
More ▼ |
Laws, Policies, & Programs
Elementary and Secondary… | 5 |
Elementary and Secondary… | 5 |
No Child Left Behind Act 2001 | 1 |
Assessments and Surveys
Stanford Achievement Tests | 7 |
Iowa Tests of Basic Skills | 1 |
Measures of Academic Progress | 1 |
Texas Assessment of Academic… | 1 |
What Works Clearinghouse Rating
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
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
Angela Johnson – Teachers College Record, 2024
Background or Context: Dual language education aims to foster the development of bilingualism, biliteracy, sociocultural competence, and academic skills in all school subjects. Early correlational research suggests that participation in dual language education is associated with higher achievement. Recent studies leveraged more comprehensive sets…
Descriptors: Bilingual Education Programs, Hispanic American Students, Grade 2, Grade 3
Lindner, Amanda L.; Wijekumar, Kausalai; Joshi, R. Malatesha – Journal of Learning Disabilities, 2022
The depth of the English orthography makes reading and spelling in English a difficult task; particularly for English language learners (ELLs) whose first language (L1) has a shallow orthography. Mastering spelling in English is a critical component of increasing the English literacy of ELLs. This study investigated the English spelling of 569…
Descriptors: English (Second Language), Second Language Learning, Spelling, Writing Achievement
Paz Suárez-Coalla; Luis Castejón; Marina Vega-Harwood; Cristina Martínez-García – Reading and Writing: An Interdisciplinary Journal, 2024
Reading acquisition involves connections between the spoken language and the writing system. The English-language writing system holds an inconsistent alphabetic system, thus encouraging readers to develop representations between the grapheme and the word. Reading in English as a Foreign language supposes a challenge, especially when the reader's…
Descriptors: English (Second Language), Second Language Learning, Reading Achievement, Spanish Speaking
Vraciu, Alexandra; Pladevall-Ballester, Elisabet – International Journal of Bilingual Education and Bilingualism, 2022
This longitudinal study explores the effects of time and proficiency pairing on the amount and purpose of L1 use in task-based peer interaction by EFL primary school learners. Most of the studies available to date on L1 use in peer interaction involve adult learners, and we have little empirical evidence on the role played by the L1 in child peer…
Descriptors: Peer Relationship, Interaction, Elementary School Students, Native Language
Pladevall-Ballester, Elisabet; Vraciu, Alexandra – Studies in Second Language Learning and Teaching, 2020
Child peer interaction in English as a foreign language (EFL) settings has recently received increasing attention with respect to age, instruction type and first language (L1) use, but longitudinal studies remain scarce and the effects of proficiency pairing and language choice on meaning negotiation strategies are still rather unexplored. Within…
Descriptors: Interaction, Peer Relationship, English (Second Language), Language Usage
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
D'Alessio, María Josefina; Wilson, Maximiliano A.; Jaichenco, Virginia – Journal of Psycholinguistic Research, 2019
Several studies in Spanish and other languages have shown that, in a lexical decision task, children are more likely to accept pseudowords with a known morphological structure as words as compared to non-morphological pseudowords. Morphology also facilitates visual word recognition of actual words in children with reading difficulties. In the…
Descriptors: Word Frequency, Spanish Speaking, Morphology (Languages), Word Recognition
Vernucci, Santiago; Galli, Juan Ignacio; Andrés, María Laura; Zamora, Eliana Vanesa; Richards, María Marta; Canet-Juric, Lorena; Burin, Débora Inés – Journal of Research in Childhood Education, 2020
The present study analyzes the psychometric properties of a Spanish-adapted version of the Working Memory Rating Scale (WMRS). This instrument allows teachers to perform a screening of children with possible working memory (WM) difficulties, putting them at risk of academic underachievement. A sample of children age 8.5 to 12.33 years old was…
Descriptors: Short Term Memory, Screening Tests, Children, Psychometrics
Aguilar, Gladys; Uccelli, Paola; Galloway, Emily Phillips – TESOL Quarterly: A Journal for Teachers of English to Speakers of Other Languages and of Standard English as a Second Dialect, 2020
Academic language skills support mid-adolescents' comprehension of the language of school texts. To date, scarce research has explored associations between dual academic language skills and reading comprehension among mid-adolescent dual language immersion (DLI) students. This study examined individual differences in Spanish and English academic…
Descriptors: Literacy, Bilingualism, Spanish, English (Second Language)
Chireac, Silvia-Maria; Francis, Norbert; McClure, John – International Journal of Bilingual Education and Bilingualism, 2019
This report presents findings from a follow-up exploratory study of the development of writing ability in an attempt to identify key component skills and competencies for elementary school literacy learners, grades 2nd, 4th and 6th. The first evaluation consisted in scoring first draft narrative texts for coherence, the second, an assessment of…
Descriptors: Metalinguistics, Second Language Learning, Second Language Instruction, Spanish
Lindholm-Leary, Kathryn – NABE Journal of Research and Practice, 2019
The purpose of this research is to examine the English language proficiency trajectories of 2,201 fourth- through eighth-grade Latino English learner (EL) students who differed by current English language proficiency and were enrolled in a dual language program. Results showed that (1) students in the four English language proficiency groups…
Descriptors: English (Second Language), Language Proficiency, Hispanic American Students, Grade 4
Suárez-Coalla, Paz; Álvarez-Cañizo, Marta; Cuetos, Fernando – Journal of Research in Reading, 2016
In order to read fluently, children have to form orthographic representations. Despite numerous investigations, there is no clear answer to the question of the number of times they need to read a word to form an orthographic representation. We used length effect on reading times as a measure, because there are large differences between long and…
Descriptors: Spanish, Reading Fluency, Reading Rate, Word Frequency
New Meridian Corporation, 2020
The purpose of this report is to describe the technical qualities of the 2018-2019 operational administration of the English language arts/literacy (ELA/L) and mathematics summative assessments in grades 3 through 8 and high school. The ELA/L assessments focus on reading and comprehending a range of sufficiently complex texts independently and…
Descriptors: Language Arts, Literacy Education, Mathematics Education, Summative Evaluation
Previous Page | Next Page »
Pages: 1 | 2