In this study, we analysed the relationships between word decoding, vocabulary knowledge, meta-cognitive knowledge and reading comprehension in low-achieving adolescents and examined whether the strength of these relationships differed between Grade 7 and 9 students and between monolingual and bilingual students. Tests were administered to 328…

Previous research has identified various factors that contribute to readers' comprehension of expository texts, including strategy expertise, language proficiency, prior knowledge, and more recently, readers' beliefs about knowledge. This study addresses the need to understand the relative contributions of these predictors to readers'…

The present study investigated language skills and reading comprehension with English monolingual and Spanish-English bilingual children in grades 2-5. Of the 377 children in the sample, 207 were English monolingual and 170 were Spanish-English bilingual. Data were collected within a cohort-sequential design for two academic years in the fall and…

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…

This study examined teachers' language use across the school year in 6th grade urban middle-school classrooms (n = 24) and investigated the influence of this classroom-based linguistic input on the reading comprehension skills of the students (n = 851; 599 language minority learners and 252 English-only) in the participating classrooms. Analysis…

This article seeks to develop the research agenda of multilingualism and multicompetence by bringing together three research fields and their related methodologies: bilingualism, third language acquisition and language learner strategies. After a brief introduction to each area, it describes a study to explore whether bilingual adolescent students…

This paper responds to the call for further inquiry into the experiences of graduates of urban focused teacher education programs. I present and analyze the experience of Mia, a White, monolingual English female who earned licensure in secondary social studies through a graduate-level, equity-focused teacher preparation program before accepting a…

This study examined oral reading fluency (ORF) of bilingual and monolingual students. The author selected a sample of 510 (258 males and 252 females) native Arabic-speaking sixth-graders (62 bilinguals and 448 monolinguals) in Egypt. The purposes were; (a) to examine oral reading rate, oral reading accuracy, prosody, and oral reading comprehension…

The study's purpose was to assess, through mixed methods, written linguistic features of 20 Spanish-speaking English language learners (ELLs) in middle school. Students came from Mexico, Puerto Rico, and the Dominican Republic. Participants wrote two expository and two narrative formal texts, each in Spanish and English, for a total of eight…

Globalization has led to unprecedented interest in expanding foreign language instruction in U.S. schools, particularly at grade levels where traditionally it has not been an option. Languages that previously have been rarely taught, such as Chinese, are frequently the choice of new programs at every level in the K-12 range. As No Child Left…

This article draws attention to the ever-increasing population of middle level students who come from bilingual education programs and find themselves in our classrooms still learning to use English for academic purposes without the benefit of ESL or primary language supports. Authors Cuero and Dworin advocate for curriculum and teaching that…

In our rapidly changing global culture, students' social worlds are becoming increasingly multilingual and multimodal, yet school practices do not often reflect the complexities or diversity of students' literacy and language practices. Valuing students' experiences with language and culture is important in creating supportive learning…