Publication Date
| In 2025 | 0 |
| Since 2024 | 0 |
| Since 2021 (last 5 years) | 0 |
| Since 2016 (last 10 years) | 0 |
| Since 2006 (last 20 years) | 3 |
Descriptor
Author
| Harrison, Gina L. | 1 |
| Irby, Beverly | 1 |
| Keilty, Megan | 1 |
| Kieffer, Michael J. | 1 |
| Kwok, Oi-man | 1 |
| Lara-Alecio, Rafael | 1 |
| Mathes, Patricia | 1 |
| Ogle, Keira C. | 1 |
| Tong, Fuhui | 1 |
Publication Type
| Journal Articles | 3 |
| Reports - Research | 2 |
| Reports - Evaluative | 1 |
Education Level
| Kindergarten | 3 |
| Early Childhood Education | 1 |
| Elementary Education | 1 |
| Elementary Secondary Education | 1 |
| Grade 1 | 1 |
| Grade 5 | 1 |
| Primary Education | 1 |
Audience
Location
Laws, Policies, & Programs
Assessments and Surveys
| Oral and Written Language… | 1 |
What Works Clearinghouse Rating
Peer reviewed
Direct linkHarrison, Gina L.; Ogle, Keira C.; Keilty, Megan – Canadian Journal of School Psychology, 2011
A reliability analysis was conducted on the Written Expression Scale from the Oral and Written Language Scales, (OWLS, Carrow-Woolfolk, 1996), with 68 ESL and 56 non-ESL kindergarten students. Interrater and internal consistency estimates for the Written Expression Scale were examined separately for each language group. Despite lower oral English…
Descriptors: Written Language, Vocabulary, Reliability, Measures (Individuals)
Kieffer, Michael J. – Journal of Educational Psychology, 2008
This study contrasts growth trajectories in English reading for 2 groups of language minority (LM) learners--those who enter kindergarten with limited oral English proficiency and those who enter kindergarten proficient in oral English--with that of native English speakers. Fitting a multilevel model for change to longitudinal data on a nationally…
Descriptors: Language Minorities, Risk, Kindergarten, Oral English
Tong, Fuhui; Lara-Alecio, Rafael; Irby, Beverly; Mathes, Patricia; Kwok, Oi-man – American Educational Research Journal, 2008
The authors examined the effectiveness of a 2-year (kindergarten and first grade) oral English intervention provided to 534 Hispanic English-language learners in transitional bilingual education (TBE) and structured English immersion (SEI) programs. Using latent growth modeling, the authors compared instructional programs in relation to growth…
Descriptors: Intervention, Immersion Programs, Bilingual Education, Effect Size
