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Direct linkCapotosto, Lauren; Kim, James S. – First Language, 2016
This study examines the effects of four types of reading comprehension questions--immediate, non-immediate, summary, and unanswerable questions--that linguistically diverse and predominantly low-income parents asked their fourth graders on children's text retellings. One-hundred-twenty (N = 120) parent and child dyads participated in a home visit…
Descriptors: Literacy, Low Income, Parent Child Relationship, Elementary School Students
Download full textHolmes, Venita R. – Houston Independent School District, 2018
This study hypothesized that HISD prekindergarten participation consistently correlated with better educational outcomes for students. Taking into account students' age differences through kindergarten enrollment, propensity score matching controlled for students' background characteristics. Three cohorts of students in this study were eligible or…
Descriptors: Language Proficiency, Mathematics Achievement, Reading Achievement, Language Arts
Houston Independent School District, 2015
The Houston Independent School District offers two primary bilingual programs for Spanish-speaking English-language learners (ELLs). In both programs, students may transition into a pre-exit phase of bilingual education so long as they meet certain performance criteria. In this Pre-Exit phase, predominantly English-language instruction is used in…
Descriptors: Achievement Tests, Standardized Tests, School Districts, Bilingual Education
