As an initial step of a larger grant-funded project, this pilot study examined how providing preschool teachers in low socio-economic urban areas with a traditional professional development workshop and subsequent coaching on dialogic reading (DR) strategies affected their storybook reading. Effects on children's receptive and expressive language…

Multilingual children represent a rapidly growing population of students in U.S. schools. However, identification of language and learning disabilities for students from different linguistic backgrounds is complex, leading to frequent misidentification of multilingual learners for special education. This article provides guidance on how special…

Academic language and its associations with school success have been established in many prior studies. However, the scholarship lacks research on the mechanisms that constitute these relations. This study investigates the mediating role of motivational-­affective variables, specifically reading self-concept and reading enjoyment, in relations…

Mobile technologies are widely used in education, both as standalone tools and in conjunction with other applications. The WeChat-based app Rain Classroom is one such application. Rain Classroom includes learning activities not only during class but also before and after class. Previous research has suggested strong demand for WeChat-based apps…

Kazakhstan experienced significant modifications to its education system in response to the outbreak of COVID-19, involving widespread school closures in the 18 months between March 2020 and September 2021. The purpose of this study is to estimate the loss of learning for seven different subjects due to the pandemic restrictions. Based on a large…

This longitudinal, quantitative study examined the differences in second language acquisition among "first-" and "second-year" English language learners (ELLs) who attended newcomer and comprehensive middle schools. The study is organized into six cohorts by students entering middle school between 2006 and 2013 then graduating…

Many recent articles have focused on reading instruction in kindergarten, but few have solicited the beliefs of the experts--kindergarten teachers. This study examined California teachers' perceptions of teaching reading to kindergarten students. Kindergarten teachers from northern to southern California were surveyed (N = 103). Teachers reported…

The development of beginning decoding and encoding skills is influenced by linguistic skills as well as executive functions (EFs). These higher-level cognitive processes include working memory, inhibition, and cognitive flexibility, and individual differences in these EFs have been shown to contribute to early academic learning. The present study…

Articles in this issue examine (1) the primary sources of variability in reading and language achievement among Spanish-speaking English learners (ELs) in the United States, (2) the extent to which poor performance at the end of grade 2 is identifiable in developmental trajectories beginning in kindergarten, (3) the relations among core reading…

The purpose of the empirical study, "The English-Language and Reading Achievement of a Cohort of Deaf Students Speaking and Signing Standard English: A Preliminary Study" (Nielsen et al., 2016), was to investigate the English-language abilities and reading achievement of a sample of students who were deaf and hard of hearing (D/HH) and…

Articles in this issue examine (1) the primary sources of variability in reading and language achievement among Spanish-speaking English learners (ELs) in the United States, (2) the extent to which poor performance at the end of grade 2 is identifiable in developmental trajectories beginning in kindergarten, (3) the relations among core reading…

This study investigated early indicators of Spanish-speaking English learners (ELs) at risk for reading difficulties at the end of Grade 2 by examining their early bilingual oral language development, taking into account language of academic instruction. Standardized measures of reading and narrative samples were collected in English and Spanish…

This study investigated early indicators of Spanish-speaking English learners (ELs) at risk for reading difficulties at the end of Grade 2 by examining their early bilingual oral language development, taking into account language of academic instruction. Standardized measures of reading and narrative samples were collected in English and Spanish…

The development of beginning decoding and encoding skills is influenced by linguistic skills as well as executive functions (EFs). These higher-level cognitive processes include working memory, inhibition, and cognitive flexibility, and individual differences in these EFs have been shown to contribute to early academic learning. The present study…

The Multidisciplinary Education, Training, and Support (METS) program is designed to meet the linguistic and academic needs of recently arrived English Learners (ELs) who are identified as Students with Limited or Interrupted Formal Education (SIFE). The METS program in Montgomery County Public Schools (MCPS) includes students in elementary,…