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
Artzi, Lauren | 1 |
Bateman, Blair E. | 1 |
Carney, Karen J. | 1 |
Child, Michael W. | 1 |
Fontenot, Jennifer | 1 |
Hansen, Kay | 1 |
Hartranft, Anna M. | 1 |
Martin-Beltran, Melinda | 1 |
McNeish, Daniel M. | 1 |
Nunn, Stephanie | 1 |
Peercy, Megan M. | 1 |
More ▼ |
Publication Type
Journal Articles | 3 |
Reports - Research | 3 |
Tests/Questionnaires | 1 |
Education Level
Elementary Education | 3 |
Intermediate Grades | 3 |
Grade 4 | 2 |
Early Childhood Education | 1 |
Grade 6 | 1 |
Kindergarten | 1 |
Middle Schools | 1 |
Primary Education | 1 |
Audience
Location
Laws, Policies, & Programs
Assessments and Surveys
Wechsler Individual… | 1 |
What Works Clearinghouse Rating
Meets WWC Standards with or without Reservations | 1 |
Child, Michael W.; Bateman, Blair E. – Hispania, 2020
Immersion students' language abilities are generally characterized by strong receptive skills (listening, reading) and less developed productive skills (speaking, writing) when compared with L1 speakers of the immersion language (e.g., Allen et al. 1990; Cummins 1998; Harley 1992). In this paper we report results from a six-month mixed-methods…
Descriptors: Grammar, Portuguese, Second Language Learning, Error Correction
Silverman, Rebecca D.; Martin-Beltran, Melinda; Peercy, Megan M.; Hartranft, Anna M.; McNeish, Daniel M.; Artzi, Lauren; Nunn, Stephanie – Elementary School Journal, 2017
This study evaluated the effects of a cross-age peer learning program targeting vocabulary and comprehension in kindergarten and fourth-grade classrooms with substantial proportions of English Learners (ELs). The study followed a quasi-experimental design with 12 classrooms (6 kindergarten and 6 fourth grade) in the intervention group and 12…
Descriptors: Peer Teaching, Vocabulary Development, Kindergarten, Grade 4
Fontenot, Jennifer; Carney, Karen J.; Hansen, Kay – Journal of Instructional Research, 2015
A process-writing approach (BW) with novel concepts was developed by the authors to teach writing to elementary-level students. They believed the BW approach was effective but was particularly effective for special-needs students. Consequently, they decided to quantitatively test these assertions. Instead of testing students taught using the BW…
Descriptors: Writing Instruction, Teaching Methods, Expressive Language, Special Needs Students