Few studies have considered academic vocabulary interventions for students who have learning disabilities (LD) and also are English learners (EL). This research explored the effects of the third year of the Creating Habits that Accelerate Academic Language of Students (CHAAOS) vocabulary intervention for eighth-grade students who received English…

This study examined the spoken language, written language, and executive functions of 19 female adolescents with high risk factors in a long-term, holistic program. Standardized assessment results revealed that 63.2% of the participants had below-average spoken language, 68.5% had below-average written language, and 68.4% and 42.1% had some level…

This paper reports the outcomes of an experimental evaluation of "Direct Instruction Spoken English" ("DISE"), an English language curriculum that focuses on developing English speaking, listening, and comprehension skills in English Learners (ELs). Twenty-nine middle schools in three states were randomly assigned to teach…

This paper reports the outcomes of an experimental evaluation of "Direct Instruction Spoken English (DISE)," an English language curriculum that focuses on developing English speaking, listening, and comprehension skills in English Learners (ELs). Twenty-nine middle schools in three states were randomly assigned to teach "DISE"…

Purpose: This study investigated the reading profiles of middle school Spanish-speaking emergent bilinguals (EBs) with significantly below grade level reading comprehension and whether these profiles varied in their reading comprehension performance over time. Method: Latent profile analyses were used to classify Grade 6 and 7 Hispanic EBs (n =…

Few studies have considered academic vocabulary interventions for students who have learning disabilities (LD) and also are English Learners (EL). This research explored the effects of the third year of the CHAAOS (Creating Habits that Accelerate the Academic Language of Students) vocabulary intervention for eighth grade students who received…

We report on a school-based randomized control trial study comparing two morphological interventions with untaught controls: one focusing on direct instruction targeting print morphological decoding (direct decoding condition) and the other on inquiry-focused pedagogy using oral morphological analysis (inquiry-analysis condition). We identified 63…

Researchers have reported that English language learners (ELLs) may be at risk of reading difficulties in the postsecondary setting. Although some students may only require explicit content-related vocabulary instruction and support with comprehension strategies in order to enhance comprehension, others may benefit from targeted shortterm…

Reading interventions developed to teach grapheme-phoneme correspondences (GPCs) were evaluated among L2 at-risk readers. In the direct mapping of grapheme (DMG) condition, children's attention was explicitly drawn to the application of a graphemes taught on that day to shared reading of words in authentic text. In the control condition there was…

Understanding the role of negative emotionality in the development of executive functioning (EF) and language skills can help identify developmental windows that may provide promising opportunities for intervention. In addition, because EF and language skills are, in part, genetically influenced, intergenerational transmission patterns are…

Testing a component model of reading comprehension in a randomized controlled trial, we evaluated the efficacy of 4 interventions that were designed to target components of language and metacognition that predict children's reading comprehension: vocabulary, listening comprehension, comprehension of literate language, academic knowledge, and…

Testing a component model of reading comprehension in a randomized controlled trial, we evaluated the efficacy of 4 interventions that were designed to target components of language and metacognition that predict children's reading comprehension: vocabulary, listening comprehension, comprehension of literate language, academic knowledge, and…

This study investigated literacy learning in students with specific kinds of language challenges at a specific stage of schooling--transition to high school--when the language requirements of the curriculum can be especially challenging. For this exploratory research, a case study approach was adopted that compared 2 adolescent boys both with…

This study used data from the Head Start Family and Child Experiences Survey (FACES) 2009 4-year-old cohort to examine associations among family characteristics, home and classroom environments, and the emergent literacy skills of Head Start children. Results from hierarchical linear models suggest that both family and classroom contexts play a…

Many preschool language-focused interventions attempt to boost language and literacy skills in young children at risk in these areas of development, though the long-term effects of such interventions are not well-established. This study investigated kindergarten language and reading skills, specifically the subcomponents of vocabulary, decoding,…