Aka (2019) conducted an year-long large-scale study demonstrating that Japanese high school students who undertook extensive reading performed better than a control group who undertook grammatical instruction. Those showing the greatest gains were those of lower and intermediate proficiency. The students' achievement was measured in terms of…

Thomas Cobb's 2007 applied linguistics paper, "Computing the Vocabulary Demands of L2 Reading" dealt with whether reading alone can build an adequate reading lexicon in a second language, or whether some sort of extra vocabulary training will normally be required. In the article, Cobb proposed that in the case of adult academic ESL…

Stuart McLean refers in this commentary to Jeffrey Huffman's article "Reading Rate Gains during a One-Semester Extensive Reading Course" (v26 n2 p17-33 Oct 2014) [See: EJ1044344], in which Huffman reports that extensive reading (ER) was an effective way to provide large amounts of comprehensible input to foreign language learners, but…

This special issue is dedicated to understanding how to best support positive educational outcomes for all students. While reading strategies, course design and methods, testing and assessment, and a variety of other factors are all integral to L2 reading outcomes, policies constructed at the federal, state, district, and school level play an…

This established text--now revised and updated--reveals how spoken language skills are acquired and how they affect children's later reading and writing achievement. With a unique focus on the needs of educators, the book examines the foundations of language in the developing brain. It explores the relationship of language processes to core…

This "Biennial Report to Congress on the Implementation of the 'Title III' State Formula Grant Program, School Years 2012-14" is the sixth report of states' self-reported data about English learners (ELs) receiving services in "Title III"-supported language instruction educational programs (LIEPs). The biennial report to…

Our district reading data at the secondary level has remained stagnant over the last decade with respect to grade-level reading ability. We knew we wanted to find a way to engage students in reading and strengthen their literacy skills. In response to this, we sought to examine if we were hindering literacy development through our instructional…

The Language and Culture Bureau (LCB) provides accountability with support to districts that serve students participating in Bilingual Multicultural Education Programs (BMEPs) so that all participating students achieve the program goals as outlined by New Mexico statute and administrative code. These are: (1) Students become bilingual and…

The Language and Culture Bureau (LCB) provides accountability with support to districts that serve students participating in Bilingual Multicultural Education Programs (BMEPs) so that all participating students achieve the program goals as outlined by New Mexico statute and administrative code. These are: (1) Students become bilingual and…

"Title III" of the "Elementary and Secondary Education Act" ("ESEA") provides formula grants to states to help support the educational needs of students identified as English learners (ELs). In school year (SY) 2011-12, ELs served by "Title III"-funded activities comprised approximately 9 percent of the…

Many English Language Learners (ELLs) migrate to the United States at older ages and administrators must choose a grade in which to place these new entrants as soon as they register for school. In this study, I estimate the effect of grade placement on the short-term academic performance of ELLs who enroll in the Miami-Dade County Public School…

This report examines dual language program implementation in three Texas public school districts similar to Austin Independent School District. The school districts are compared in terms of demographic composition, program implementation, and English language learner (ELL) students' academic performance in 2014 on the state's academic test, STAAR.

This report examines the placement of Teacher for America (TFA) teachers and examines their impact on the learning gains of their students during the 2013-14 school year. Sets of eligible TFA teachers were identified in 2013-14 from which the subset of teachers assigned to teach language arts and/or mathematics to students in grades 3 through 10…

This is the fourth biennial report to Congress on the implementation of the "Elementary and Secondary Education Act's" Title III State Formula Grant Program (also known as the English Language Acquisition State Grants Program). This report provides information reported by states to the U.S. Department of Education regarding services…

With a growing concern about English language learners' (ELLs) reading achievement, this study explored issues related to a reading intervention study with a particular focus on ELLs' participation. Drawn upon interviews with instructors and a focus group of students who participated in the reading intervention program, this study sheds light on a…