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Direct linkPhilip Capin; Sharon Vaughn; Sandra Laing Gillam; Anna-Maria Fall; Gregory Roberts; Megan Israelsen-Augenstein; Sarai Holbrook; Rebekah Wada; Jordan Dille; Colby Hall; Ronald B. Gillam – Grantee Submission, 2023
Purpose: This study examines the narrative language and reading outcomes of monolingual and bilingual students who received instruction with the Supporting Knowledge in Language and Literacy (SKILL) program, a narrative language intervention. Method: The main effects of the SKILL program were evaluated in a randomized controlled trial in which…
Descriptors: Intervention, At Risk Students, Literacy, Reading Comprehension
Download full textEsposito, Alena G.; Bauer, Patricia J. – Grantee Submission, 2019
We describe research results and lessons learned from a laboratory/ classroom collaboration with a school system offering both traditional English-only education and a dual-language track (Spanish/English). Through this collaboration, we addressed basic research questions informing malleable factors that impact cognitive development. In a…
Descriptors: Bilingual Education, Teaching Methods, Spanish, English (Second Language)
English Language and Literacy Acquisition-Validation (ELLA-V) i3 Evaluation (Valid 22). Final Report
Wolf, Rebecca; Latham, Gavin; Armstrong, Clayton; Ross, Steven; Laurenzano, Mary; Daniels, Cecilia; Eisinger, Jane; Reilly, Joseph – Grantee Submission, 2018
The English Language and Literacy Acquisition--Validation (ELLA-V) study was a five-year evaluation of a program that provided professional development, coaching, and curricula that targeted English-as-a-second-language (ESL) instruction for teachers of K-3 English learners (ELs). ELLA-V was implemented in 10 school districts in Texas in the…
Descriptors: Literacy, English (Second Language), Second Language Learning, Program Evaluation
