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Direct linkRelyea, Jackie Eunjung; Fitzgerald, Jill – Reading Psychology, 2018
The present study used data from the Early Childhood Longitudinal Study--Kindergarten Class of 1998-1999 to examine whether the relationship between first-grade word-reading and reading-comprehension growth through eighth grade was different for language-minority learners (LMs) versus native English-speaking students (NEs). Among high word…
Descriptors: English (Second Language), Second Language Learning, Native Speakers, Reading Comprehension
Menke, Mandy R. – Hispania, 2015
Language immersion students' lexical, syntactic, and pragmatic competencies are well documented, yet their phonological skill has remained relatively unexplored. This study investigates the Spanish vowel productions of a cross-sectional sample of 35 one-way Spanish immersion students. Learner productions were analyzed acoustically and compared to…
Descriptors: Acoustics, Vowels, Elementary School Students, Spanish
Kieffer, Michael J. – American Educational Research Journal, 2011
Using longitudinal data on a nationally representative U.S. cohort, this study examined the roles of language minority (LM) status and English proficiency in English reading growth across the elementary and middle school years. Piecewise growth modeling was used to compare English reading growth trajectories for native English speakers and LM…
Descriptors: English (Second Language), Language Minorities, Native Speakers, Limited English Speaking
Lekwa, Adam Jens – ProQuest LLC, 2012
This paper reports the results of a descriptive study on the use of a technology-enhanced formative assessment system called Accelerated Math (AM) for ELLs and their native-English-speaking (NES) peers. It was comprised of analyses of an extant database of 18,549 students, including 2,057 ELLs, from grades 1 through 8 across 30 U.S. states. These…
Descriptors: Formative Evaluation, Computer Assisted Testing, Grade 1, Grade 2
