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Examining the Text-Based, On-Demand, Analytical Writing of Mainstreamed Latino English Learners in a Randomized Field Trial of the Pathway Project Intervention
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Matuchniak, Tina; Olson, Carol Booth; Scarcella, Robin – Reading and Writing: An Interdisciplinary Journal, 2014
This study reports on the effects of the Pathway Project, a professional development intervention aimed at supporting the academic language development of English Learners (ELs). Using a subset of data collected during a multi-site cluster randomized controlled trial involving nine middle and six high schools in an urban, low-income school…
Descriptors: Intervention, Hispanic Americans, English (Second Language), Second Language Learning
Effects of Academic Vocabulary Instruction for Linguistically Diverse Adolescents: Evidence from a Randomized Field Trial
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Lesaux, Nonie K.; Kieffer, Michael J.; Kelley, Joan G.; Harris, Julie Russ – American Educational Research Journal, 2014
We conducted a randomized field trial to test an academic vocabulary intervention designed to bolster the language and literacy skills of linguistically diverse sixth-grade students (N = 2,082; n = 1,469 from a home where English is not the primary language), many demonstrating low achievement, enrolled in 14 urban middle schools. The 20-week…
Descriptors: Middle School Students, Control Groups, Experimental Groups, Vocabulary Development
Effects of an Elementary Two Way Bilingual Spanish-English Immersion School Program on Junior High and High School Student Achievement
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Vega, Luis Diego – ProQuest LLC, 2014
This study explores the effects of a Two-Way Bilingual Immersion (TWBI) program on language majority and minority students. The fundamental hypothesis was that the process of receiving instruction in two languages (English and Spanish) throughout elementary school (i.e., attendance at a TWBI school) would help the native Spanish-speaking students…
Descriptors: Elementary School Students, Bilingual Education Programs, Quasiexperimental Design, Control Groups
Achievement in Predominantly Low SES/Hispanic Dual Language Schools
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Lindholm-Leary, Kathryn; Block, Nicholas – International Journal of Bilingual Education and Bilingualism, 2010
The purpose of this study is to examine how 659 Hispanic students in dual language programs in segregated or predominantly Hispanic/low socio-economic status (SES) schools are performing on standardized tests compared to school and statewide comparison groups. Test results are presented from two separate studies of English language learner and…
Descriptors: Test Results, Socioeconomic Status, Immersion Programs, Standardized Tests
School Reform and Standards-Based Education: A Model for English-Language Learners
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Echevarria, Jana; Short, Deborah; Powers, Kristin – Journal of Educational Research, 2006
The authors examined a model of instruction for English-language learners (ELLs) who were learning academic English while they tried to meet content standards required by the nation's education reform movement. In previous work (J. Echevarria, M. E. Vogt, & D. Short, 2000), the authors developed and validated a model of instruction (Sheltered…
Descriptors: Educational Change, Academic Standards, English (Second Language), Language Teachers
Differential Outcomes of Two Bilingual Education Programs on English Language Learners
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Lopez, Maria G.; Tashakkori, Abbas – Bilingual Research Journal, 2006
This study investigated the effects of two types of bilingual programs (two-way and transitional) on the academic performance and attitudes of fifth-grade students who entered kindergarten or first grade with different levels of English proficiency. A mixed methods design with both quantitative and qualitative data collection and analyses phases…
Descriptors: Second Language Learning, Grade 5, Oral Language, Bilingual Students