Publication Date
| In 2025 | 0 |
| Since 2024 | 1 |
| Since 2021 (last 5 years) | 1 |
| Since 2016 (last 10 years) | 4 |
| Since 2006 (last 20 years) | 4 |
Descriptor
Author
| Armstrong, Clayton | 1 |
| Coleen D. Carlson | 1 |
| Daniels, Cecilia | 1 |
| David J. Francis | 1 |
| Eisinger, Jane | 1 |
| Latham, Gavin | 1 |
| Laurenzano, Mary | 1 |
| Leticia R. Martinez | 1 |
| Philip Capin | 1 |
| Reilly, Joseph | 1 |
| Roberts, Theresa A | 1 |
| More ▼ | |
Publication Type
| Reports - Research | 4 |
| Journal Articles | 2 |
| Tests/Questionnaires | 1 |
Education Level
| Early Childhood Education | 3 |
| Elementary Education | 2 |
| Primary Education | 2 |
| Grade 3 | 1 |
| Grade 6 | 1 |
| Grade 7 | 1 |
| Higher Education | 1 |
| Intermediate Grades | 1 |
| Junior High Schools | 1 |
| Kindergarten | 1 |
| Middle Schools | 1 |
| More ▼ | |
Audience
Location
| Texas | 1 |
Laws, Policies, & Programs
Assessments and Surveys
| Peabody Picture Vocabulary… | 2 |
| Wide Range Achievement Test | 1 |
| Woodcock Reading Mastery Test | 1 |
What Works Clearinghouse Rating
| Meets WWC Standards without Reservations | 2 |
| Meets WWC Standards with or without Reservations | 4 |
Peer reviewed
Direct linkLeticia R. Martinez; Sarah Fishstrom; Sharon Vaughn; Philip Capin; Coleen D. Carlson; Tim T. Andress; David J. Francis – Reading Research Quarterly, 2024
This study examined the initial efficacy of World Generation (WorldGen), a Tier I social studies instructional approach for emergent bilingual (EB) students and their native English-speaking (non-EB) peers in Grades 6 and 7. WorldGen builds on prior research on instructional practices that have been associated with improved content knowledge and…
Descriptors: Social Studies, Teaching Methods, Comparative Analysis, World History
Vadasy, Patricia F.; Sanders, Elizabeth A. – Reading Psychology, 2016
This study examined benefits of connecting meaning, speech, and print in vocabulary learning for kindergarten English learners. Students screened eligible with limited English proficiency were randomly assigned to two instruction conditions. Both groups received direct instruction in high frequency root words. One condition featured added…
Descriptors: Phonology, Vocabulary Development, Teaching Methods, Direct Instruction
Download full textRoberts, Theresa A; Vadasy, Patricia F; Sanders, Elizabeth A – Grantee Submission, 2018
This study investigated: 1) the influence of alphabet instructional content (letter names, letter sounds, or both) on alphabet learning and engagement of English only and dual language learner (DLL) children, and 2) the relation between children's initial status and growth in three underlying cognitive learning processes (paired-associate,…
Descriptors: Preschool Children, Alphabets, Experimental Groups, Control Groups
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
