Most private schools in India follow the Alphabet-Spelling method to teach reading in English. This approach bypasses letter-sound correspondences and focuses on rote memorization and sight-word recognition. In an effort to provide students with more recent evidence-based practices in reading instruction, this study examined how phonics-based…

In a bilingual teacher preparation milieu fraught with high stakes and little time to develop biliteracies in humanizing ways, the researchers engaged in a comparative case study of two types of bilingual pre-service teachers, a heritage bilingual and an initially Spanish-dominant bilingual, to explore how they grew in their biliteracies after the…

Despite much research examining whether bilingual individuals demonstrate superior executive function (EF) skills compared to monolinguals, the purported bilingual advantage remains controversial. One potential reason for discrepant findings across studies examining the bilingual advantage is the difficulty in matching monolingual and bilingual…

The assessment of culturally and linguistically diverse (CLD) students, including students who are learning English as a second language (English language learners, ELL), is a challenge for many school psychologists who have limited training and practice opportunities with students from these populations. According to the National Center for…

Purpose: Language sampling is a critical component of language assessments. However, there are many ways to elicit language samples that likely impact the results. The purpose of this study was to examine how different discourse types and elicitation tasks affect various language sampling outcomes. Method: A diverse group of K-3 students (N =…

This study examines the relationship between English language proficiency outcomes and the use of a Computer-Assisted Language Learning (CALL) tool that is designed to strengthen the academic English and oral proficiency skills of young English Learners (ELs). We compare scores on a standardized English language proficiency assessment for 2,034…

This study examined how a dialogic reading (DR) program with a component of multisensory learning (MS) of Chinese characters improved early Chinese reading and writing skills in L2 Chinese-speaking kindergarteners in Hong Kong. The DR + MS program was compared to the same DR program but focusing on morphological awareness (MA) training. A total of…

Title III is a federal entitlement through the Every Student Succeeds Act (ESSA) that provides supplemental resources for English Language Learners (ELL) and immigrants students who have recently arrived to the U.S. More specifically, Title III funding supports student language acquisition and academic achievement. Depending on the English…

Purpose: The purpose of this quantitative, causal-comparative study was to determine whether English learners who participated in transitional kindergarten perform equally or better than English learners who did not participate in transitional kindergarten in the areas of oral language, written language, and overall language as measured by the…

To relieve young children of a burden and to encourage informal literacy practices such as shared book reading, the Chinese Ministry of Education implemented an early education policy that forbids the teaching of formal literacy (e.g., Chinese character recognition and Pinyin) as well as more ambitious literacy teaching practices (e.g., Teaching…

This meta-analysis synthesized research on math performance outcomes for English learners (EL) as a function of language-focused (math vocabulary) interventions. We included group and single-subject design studies with children from kindergarten to 8th grade (3,766 students for group, 30 for single-subject). Group studies yielded a mean Hedges' g…

Foreign language learning is generally not required in the United States, despite its link to various cognitive and social benefits later in life. Students who speak a home language different from the instructional language of school may experience unique benefits when learning additional languages in school. The present study examined whether…

Bilingual children with a limited command of the second language (L2) often yield unsatisfactory results in L2-based non-word repetition tasks (NWRT) for the assessment of working memory. In this study, monolinguals (MO) and bilinguals (BI) of preschool age acquiring German were compared in regard to their performance on German-based NWRT to…

Background: Teachers and clinicians may struggle to provide early identification to support multilingual children's language development. Dynamic assessments are a promising approach to identify and support children's language development. Aims: We developed and studied a novel word learning task that is dynamic and language neutral. It makes use…

The purpose of this study was to investigate Spanish-speaking multilingual learner (MLL) students' long-term academic outcomes after participation in an early childhood education (ECE) program with English instruction. The study included 359 Spanish-speaking MLLs who qualified for Free and Reduced Lunch from Grade 1 to Grade 6. Participants…