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Direct linkWeaver, Andrew; Kieffer, Michael J. – Grantee Submission, 2022
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…
Descriptors: Reading Tests, Achievement Tests, Intelligence Tests, Verbal Ability
Weaver, Andrew; Kieffer, Michael J. – Reading & Writing Quarterly, 2022
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…
Descriptors: Executive Function, Bilingualism, Spanish, English (Second Language)
Butler, Yuko Goto – Studies in Second Language Learning and Teaching, 2020
This study examines young English readers' ability to infer word meanings in context and to use metacognitive knowledge for constructing word meanings in relation to their reading performance. The participants were 61 fourth-grade students in the United States, comprising 24 monolingual English-speaking (ME) students and 37…
Descriptors: Second Language Learning, Second Language Instruction, English (Second Language), Elementary School Students
Brunner, Josie – Online Submission, 2011
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…
Descriptors: School Districts, Preschool Education, Longitudinal Studies, Grade 7
Brunner, Josie – Online Submission, 2011
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…
Descriptors: Preschool Education, Longitudinal Studies, Grade 7, Reading Tests
Sampson, Demetrios G., Ed.; Spector, J. Michael, Ed.; Ifenthaler, Dirk, Ed.; Isaias, Pedro, Ed. – International Association for Development of the Information Society, 2014
These proceedings contain the papers of the 11th International Conference on Cognition and Exploratory Learning in the Digital Age (CELDA 2014), October 25-27, 2014, which has been organized by the International Association for Development of the Information Society (IADIS) and endorsed by the Japanese Society for Information and Systems in…
Descriptors: Conference Papers, Teaching Methods, Technological Literacy, Technology Uses in Education
