Publication Date
| In 2025 | 0 |
| Since 2024 | 0 |
| Since 2021 (last 5 years) | 0 |
| Since 2016 (last 10 years) | 2 |
| Since 2006 (last 20 years) | 3 |
Descriptor
Author
| Irby, Beverly J. | 2 |
| Lara-Alecio, Rafael | 2 |
| Tong, Fuhui | 2 |
| Bedore, Lisa M. | 1 |
| Gibson, Todd A. | 1 |
| Guerrero, Cindy Lynn | 1 |
| Luo, Wen | 1 |
| Peña, Elizabeth D. | 1 |
| Rivera, Hector | 1 |
Publication Type
| Reports - Research | 3 |
| Journal Articles | 2 |
| Speeches/Meeting Papers | 1 |
Education Level
| Early Childhood Education | 2 |
| Elementary Education | 2 |
| Grade 2 | 2 |
| Primary Education | 2 |
| Preschool Education | 1 |
Audience
Location
| Texas | 3 |
| Utah | 1 |
Laws, Policies, & Programs
Assessments and Surveys
| Dynamic Indicators of Basic… | 1 |
| Woodcock Language Proficiency… | 1 |
What Works Clearinghouse Rating
Peer reviewed
Direct linkGibson, Todd A.; Peña, Elizabeth D.; Bedore, Lisa M. – International Journal of Bilingual Education and Bilingualism, 2014
The purpose of the current study was to explore the influence of language experience on the presence of the receptive-expressive gap. Each of 778 Spanish-English bilingual children screened pre-kindergarten in Utah and Texas were assigned to one of five language experience groups, ranging from functionally monolingual to balanced bilingual.…
Descriptors: Correlation, Receptive Language, Expressive Language, Semantics
Lara-Alecio, Rafael; Tong, Fuhui; Irby, Beverly J.; Guerrero, Cindy Lynn – AERA Online Paper Repository, 2017
In this year-long randomized control trial (RCT), we evaluated the effectiveness of a year-long, intensive, and structured virtual professional development (VPD) accompanying science-integrated English-as-second-language (ESL) instructional intervention on 187 second grade English learners' English language and literacy development in suburban…
Descriptors: Intervention, Bilingualism, English (Second Language), Literacy
Tong, Fuhui; Luo, Wen; Irby, Beverly J.; Lara-Alecio, Rafael; Rivera, Hector – International Journal of Bilingual Education and Bilingualism, 2017
We examined the direct impact of an ongoing, intensive, and structured professional development (PD) within an English-as-second-language (ESL) instructional intervention on (a) teachers' time allocation in cognitive--academic language proficiency (CALP) and (b) Spanish-speaking English language learners' (ELLs) CALP development from the second to…
Descriptors: Faculty Development, English Language Learners, Expressive Language, Vocabulary Development
