This study was conducted to understand student identities of five Japanese children (the second through sixth grade) and the processes of identity negotiation within their sojourning experiences between Japan and the United States. An increasing number of Japanese elementary students internationally sojourn in today's globalized societies, and…

This longitudinal investigation examined word decoding and reading comprehension measures from first grade through sixth grade for a sample of Spanish-speaking English language learners (ELLs). The sample included 261 children (average age of 7.2 years; 120 boys; 141 girls) at the initial data collection in first grade. The ELLs' word decoding and…

The purpose of this study was to investigate the effectiveness of DISCOVER, a performance- based assessment in identifying gifted Lebanese students. The sample consisted of 248 students (121 boys, 127 girls) from Grades 3-5 at two private schools in Beirut, Lebanon. Students were administered DISCOVER and the Raven Standard Progressive Matrices…

In this work, prominent authorities review the latest research on all aspects of ELL instruction (K-12) and identify what works for today's students and schools. Provided are best-practice guidelines for targeting reading, writing, oral language, vocabulary, content-domain literacies, and other core skill areas; assessing culturally and…

Examined two aspects of the relationship between oral and written language for third-grade students (N=77). Results indicated that moderate relationships existed between grammatical aspects of oral and written language. Oral language proficiency significantly differed for groups rated high, medium, and low on the basis of written language…

Background: In reading research, children with specific language impairment (SLI) have tended to be included in groups of children expected to have difficulties with both decoding and reading comprehension (generally poor readers). This is because generally children with specific language impairment display difficulties with phonology as well as…

Success for All (SFA) is a comprehensive reading, writing, and oral language development program for students in pre-K through eighth grade. Its underlying premise is that all children, including those with limited English proficiency, can and should be reading in English at grade level by the end of third grade. (SFA can impact Spanish literacy…

In the Singlish-"Good" English debate, the use of Singlish (SCE) is viewed as an obstacle to the development of students' literacy skills in standard English (SSE) and so the practice of classroom codeswitching between the two varieties is strongly discouraged. Yet the presence of the vernacular in the classroom continues to be robust.…

Purpose: Some researchers (F. R. Vellutino, F. M. Scanlon, & M. S. Tanzman, 1994) have argued that the different domains comprising language (e.g., phonology, semantics, and grammar) may influence reading development in a differential manner and at different developmental periods. The purpose of this study was to examine proposed causal…

English Language Development (ELD) and Academic English Development (AED) curricula in most public schools lack a communicative method and consist mostly of dry, meaningless grammar lessons devoid of relevance and authentic context. The purpose of this project is to develop guidelines to teach English language to elementary school children…

We examined how children with and without oral language (word-finding) difficulties (WFD) perform on oral reading (OR) versus silent reading recognition (SRR) tasks when reading the same words and how lexical factors influenced OR accuracy, error patterns, and nature of miscues. Primary-grade students were administered an experimental reading…

This study examined fourth graders' performance on two reading comprehension measures, involving a question-answering format and a cloze format, which were part of a state-mandated assessment. Word-level reading skills and oral language comprehension were important to success on both formats, but word accuracy had a stronger relationship to the…

This textbook is an illustrated table book rather than an elementary arithmetic book. Its object is to suggest things for pupils to do. While it is impossible in a work so small to do more than give suggestions, the teacher will find little difficulty in supplying the deficiency by the use of the blackboard. Although there is nothing in the book…

Kindergartners and second graders evaluated the communicative clarity of brief oral instructions under three conditions: unambiguous, no closure, and closure. Results suggest that the growth of children's knowledge about communication includes the developing awareness that an ambiguous message is intrinsically unclear and remains a poor message…

Background: Four elementary (primary) school students with severe speech and physical impairments (SSPI) who used augmentative and alternative communication (AAC) aids were selected to take part in an intensive, 4-week summer intervention program. The program was designed to explore effective approaches, content and contexts for supporting…