The purpose of this study was to examine the efficacy of a graphic organizer for improving the expository text comprehension of adolescent Spanish-English bilingual students with learning disabilities. Students were two females and one male. Using a multiple baseline single case design, researchers taught students to create a funnel map graphic…

The purpose of this single case design study was to examine the efficacy of a graphic organizer for improving the reading comprehension of middle school Spanish-English bilingual middle school students with learning disabilities. Students included two females and one male student. Using a multiple baseline across participants design, students were…

This study investigates the concurrent and longitudinal relationships between polysemous word knowledge and reading comprehension among bilingual students (n = 107) followed from seventh to eighth grade. Standardized tests were used to measure decoding skills, broad vocabulary knowledge, and reading comprehension. Data about students' polysemous…

This study examined the relation between middle school Dual Language Learners' (DLLs'; N = 413; M age = 11.66 years old; 87.1% Latino; female = 234, male = 179) reading comprehension skills and their teachers' (N = 32; M age = 36.53 years; 81.3% Caucasian; female = 27, male = 5) questioning practices across the school year. This study also…

We examined whether English language proficiency (ELP) related to interim reading and math performance differently when academic assessments were administered to students in either English or Spanish. We also tested these effects with Spanish language proficiency (SLP) as well as jointly with ELP and SLP. Students from a midwestern suburban school…

This study examines differences in English language comprehension, reading fluency, and executive functions among Spanish-English bilinguals with reading difficulties. Reading difficulties examined included general reading difficulties, defined by low word reading and reading comprehension, and specific-reading comprehension difficulties, defined…

This study examines differences in English language comprehension, reading fluency, and executive functions among Spanish-English bilinguals with reading difficulties. Reading difficulties examined included general reading difficulties, defined by low word reading and reading comprehension, and specific-reading comprehension difficulties, defined…

Throughout our targeted approach of explicit collaborative translation during small-group reading instruction in a bilingual education classroom, fourth grade emergent bilinguals employed the strategy to comprehend narrative text in a range of ways, similar to middle school students in reading instruction research. As students acknowledged the…

This is an executive summary of a longer report: "AISD Prekindergarten Program Longitudinal Summary Report Issue 2: Half-Day versus Full-Day Programs." In the Austin Independent School District, full-day pre-K students from the 2001-2002 cohort were more likely to pass the 2010 Texas state assessment for 7th-grade reading TAKS than were…

Full-day pre-K students from the 2001-2002 cohort were more likely to pass the 2010 7th-grade reading TAKS than were kindergarten students from the 2002-2003 cohort who were assumed eligible for pre-K but did not attend pre-K in 2001-2002. There is a full report and a separate executive summary report. [For the executive summary of this study, see…

Ninth-grade predictors of dropout risk among Austin Independent School District's English language learner students included the following: having an attendance rate below 90%, being 16 years or older, earning less than 5 course credits, attending a Title I campus and scoring beginning or intermediate on the state's English proficiency assessment…