Publication Date
| In 2025 | 0 |
| Since 2024 | 0 |
| Since 2021 (last 5 years) | 2 |
| Since 2016 (last 10 years) | 5 |
| Since 2006 (last 20 years) | 16 |
Descriptor
Source
Author
Publication Type
| Reports - Research | 14 |
| Journal Articles | 12 |
| Books | 1 |
| Guides - Classroom - Teacher | 1 |
| Information Analyses | 1 |
| Numerical/Quantitative Data | 1 |
Education Level
| Grade 6 | 14 |
| Middle Schools | 11 |
| Elementary Education | 10 |
| Grade 7 | 8 |
| Intermediate Grades | 7 |
| Grade 8 | 6 |
| Junior High Schools | 6 |
| Secondary Education | 5 |
| Grade 3 | 4 |
| Grade 5 | 4 |
| Grade 4 | 3 |
| More ▼ | |
Audience
| Policymakers | 1 |
| Teachers | 1 |
Laws, Policies, & Programs
Assessments and Surveys
What Works Clearinghouse Rating
| Meets WWC Standards with or without Reservations | 2 |
Peer reviewed
Download full text
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)
Kieffer, Michael J.; Parker, Caroline E. – Regional Educational Laboratory Northeast & Islands, 2016
With the rapid growth in the number of English learner students served by schools in the United States, educators are increasingly concerned with how these students progress toward proficiency in English. The large and diverse English learner student population in New York City public schools, where more than 41 percent of students speak a…
Descriptors: English Language Learners, Classification, Public Schools, Kindergarten
Kieffer, Michael J.; Parker, Caroline E. – Regional Educational Laboratory Northeast & Islands, 2017
This longitudinal study analyzes high school graduation outcomes of students who entered New York City public schools in grade 5 or 6 as English learner students. It extends the work of Kieffer and Parker (2016) by investigating the high school graduation rates and the types of diploma earned by the 1,734 students who entered New York City public…
Descriptors: Longitudinal Studies, Public Schools, Graduation Rate, High School Graduates
Halpin, Peter F.; Kieffer, Michael J. – Educational Researcher, 2015
The authors outline the application of latent class analysis (LCA) to classroom observational instruments. LCA offers diagnostic information about teachers' instructional strengths and weaknesses, along with estimates of measurement error for individual teachers, while remaining relatively straightforward to implement and interpret. It is…
Descriptors: Multivariate Analysis, Classroom Observation Techniques, Data Analysis, Error of Measurement
Halpin, Peter F.; Kieffer, Michael J. – Grantee Submission, 2015
The authors outline the application of latent class analysis (LCA) to classroom observational instruments. LCA offers diagnostic information about teachers' instructional strengths and weaknesses, along with estimates of measurement error for individual teachers, while remaining relatively straightforward to implement and interpret. It is…
Descriptors: Multivariate Analysis, Classroom Observation Techniques, Data Analysis, Error of Measurement
Kieffer, Michael J.; Petscher, Yaacov; Proctor, C. Patrick; Silverman, Rebecca D. – Scientific Studies of Reading, 2016
Language comprehension is crucial to reading. However, theoretical models and recent research raise questions about what constitutes this multifaceted domain. We present two related studies examining the dimensionality of language comprehension and relations to reading comprehension in the upper elementary grades. Studies 1 (Grade 6; N = 148) and…
Descriptors: Elementary School Students, Language Skills, Reading Comprehension, Grade 6
Kieffer, Michael J. – Journal of Learning Disabilities, 2014
This study investigated the role of morphological awareness weaknesses in the reading difficulties encountered by Spanish-speaking language minority learners and their native English-speaking peers in sixth grade. One hundred and thirty-eight students (82 language minority learners; 56 native English speakers) were assessed on English measures of…
Descriptors: Reading Difficulties, Morphology (Languages), Metalinguistics, Reading Comprehension
Kieffer, Michael J.; Lesaux, Nonie K. – Reading and Writing: An Interdisciplinary Journal, 2012
Despite acknowledging the complex nature of vocabulary knowledge, researchers have rarely investigated the dimensionality of this construct empirically. This study was designed to test a multi-dimensional model of English vocabulary knowledge for sixth-grade students from linguistically diverse backgrounds (n = 584). Participants included language…
Descriptors: Vocabulary, Knowledge Level, Minority Groups, English
Kieffer, Michael J.; Box, Catherine DiFelice – Learning and Individual Differences, 2013
This study investigated the multiple roles of morphological awareness in reading comprehension for Spanish-speaking language minority (LM) learners and their native English-speaking (NE) peers. Sixth-grade students (N = 137; 82 LM, 55 NE) were assessed on English measures of derivational morphological awareness, morphologically complex academic…
Descriptors: Literacy, Reading Instruction, English (Second Language), Speech Communication
Kieffer, Michael J. – Reading and Writing: An Interdisciplinary Journal, 2012
Using longitudinal data on a nationally representative U.S. cohort, this study investigated the relationship between socioeconomic status and students' reading growth between kindergarten and eighth grade. Piecewise latent growth modeling was used to describe nonlinear growth trajectories in reading during three developmental periods: kindergarten…
Descriptors: Socioeconomic Status, Reading Achievement, Achievement Gains, Students
Kieffer, Michael J.; Biancarosa, Gina; Mancilla-Martinez, Jeannette – Applied Psycholinguistics, 2013
This study investigated the direct and indirect roles of morphological awareness reading comprehension for Spanish-speaking language minority learners reading in English. Multivariate path analysis was used to investigate the unique contribution of derivational morphological awareness to reading comprehension as well as its indirect contributions…
Descriptors: Role, Morphology (Languages), Second Language Learning, Reading Comprehension
Kieffer, Michael J.; Lesaux, Nonie K. – Language Learning, 2012
This study tested three hypotheses about the direct and indirect contributions of derivational morphological awareness to English reading comprehension in sixth-grade students from differing language backgrounds (n= 952). Students included Spanish-speaking, Filipino-speaking, and Vietnamese-speaking language minority learners as well as native…
Descriptors: English (Second Language), Speech Communication, Reading Comprehension, Reading Fluency
Kieffer, Michael J.; Lesaux, Nonie K. – Elementary School Journal, 2012
One dimension of language proficiency considered important for reading and writing academic texts is morphological awareness--the understanding of how complex words are formed from meaningful smaller units (i.e., affixes, roots) that contribute to words' meanings and functions. This quasi-experimental study evaluated the effects of instruction on…
Descriptors: Language Minorities, Middle Schools, Grade 6, English (Second Language)
Kieffer, Michael J.; Rivera, Mabel; Francis, David J. – Center on Instruction, 2012
This report presents results from a new quantitative synthesis of research on the effectiveness and validity of test accommodations for English language learners (ELLs) taking large-scale assessments. In 2006, the Center on Instruction published a review of the literature on test accommodations for ELLs titled "Practical Guidelines for the…
Descriptors: Testing Accommodations, English Language Learners, Evidence, Meta Analysis
Previous Page | Next Page »
Pages: 1 | 2
