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Martinson, Karin; Copson, Elizabeth; Gardiner, Karen; Kitrosser, Daniel – Office of Planning, Research and Evaluation, 2018
This report documents the implementation and early impacts of the Carreras en Salud (Careers in Health) program, operated by Instituto del Progreso Latino, in Chicago, Illinois. The Carreras en Salud program is one promising effort aimed at helping low-income, low-skilled adults access and complete occupational training that can lead to increased…
Descriptors: Career Development, Program Implementation, Hispanic Americans, Organizations (Groups)
Wages, Michele M. – ProQuest LLC, 2013
This study compares the academic achievement of 288 Hispanic students enrolled in the content-based English as a second language program and the late exit transitional bilingual program in an urban elementary school in Texas. The goal was to determine if the two programs had differing effects on Hispanic student achievement in reading. The sample…
Descriptors: Comparative Analysis, Bilingual Education Programs, Reading Achievement, Elementary School Students
Slavin, Robert E.; Madden, Nancy; Calderon, Margarita; Chamberlain, Anne; Hennessy, Megan – Educational Evaluation and Policy Analysis, 2011
This article reports the outcomes of a multiyear study comparing the English and Spanish language and reading performance of Spanish-dominant children randomly assigned, beginning in kindergarten, to transitional bilingual education (TBE) or structured English immersion (SEI) for periods of up to 5 years. On the Peabody Picture Vocabulary Test and…
Descriptors: Bilingual Education, Language of Instruction, Transitional Programs, Second Language Learning
Hitchcock, John; Dimino, Joseph; Kurki, Anja; Wilkins, Chuck; Gersten, Russell – National Center for Education Evaluation and Regional Assistance, 2011
Collaborative Strategic Reading (CSR) is a set of instructional strategies designed to improve the reading comprehension of students with diverse abilities (Klingner and Vaughn 1996). Teachers implement CSR at the classroom level using scaffolded instruction to guide students in the independent use of four comprehension strategies; students apply…
Descriptors: Reading Comprehension, Reading Strategies, Educational Strategies, Validity
Slavin, Robert E.; Madden, Nancy; Calderon, Margarita; Chamberlain, Anne; Hennessy, Megan – Center for Research and Reform in Education, 2010
This paper reports the fifth-year results of a study comparing the English and Spanish language and reading performance of Spanish-dominant children randomly assigned beginning in kindergarten to Transitional Bilingual Education (TBE) or Structured English Immersion (SEI). This is the first randomized study to compare TBE and SEI reading…
Descriptors: Bilingual Education, Receptive Language, Language Skills, Bilingualism
Vadasy, Patricia F.; Sanders, Elizabeth A.; Nelson, J. Ron – Grantee Submission, 2015
A two-cohort cluster randomized trial was conducted to estimate effects of small-group supplemental vocabulary instruction for at-risk kindergarten English learners (ELs). "Connections" students received explicit instruction in high-frequency decodable root words, and interactive book reading (IBR) students were taught the same words in…
Descriptors: Kindergarten, Elementary School Students, English Language Learners, Instructional Effectiveness
Nelson, J. Ron; Vadasy, Patricia F.; Sanders, Elizabeth A. – Journal of Literacy Research, 2011
The purpose of this study was to test the efficacy of a Tier 2 standard protocol supplemental intervention designed simultaneously to develop root word vocabulary and reinforce decoding skills being taught to all students in the core beginning reading program with kindergarten Spanish-speaking English learners (ELs). Participating students were…
Descriptors: Elementary School Students, Speech Communication, Intervention, Beginning Reading
Denton, Carolyn A.; Wexler, Jade; Vaughn, Sharon; Bryan, Deanna – Learning Disabilities Research & Practice, 2008
This study investigated the effectiveness of a multicomponent reading intervention implemented with middle school students with severe reading difficulties, all of whom had received remedial and/or special education for several years with minimal response to intervention. Participants were 38 students in grades 6-8 who had severe deficits in word…
Descriptors: Middle School Students, Reading Comprehension, Reading Difficulties, Intervention
Farver, Jo Ann M.; Lonigan, Christopher J.; Eppe, Stefanie – Child Development, 2009
Ninety-four Spanish-speaking preschoolers (M age = 54.51 months, SD = 4.72; 43 girls) were randomly assigned to receive the High/Scope Curriculum (control n = 32) or the Literacy Express Preschool Curriculum in English-only (n = 31) or initially in Spanish transitioning to English (n = 31). Children's emergent literacy skills were assessed before…
Descriptors: Preschool Curriculum, Speech Communication, Second Language Learning, Emergent Literacy
Ryoo, Kihyun – ProQuest LLC, 2009
The significant increase of English Language Learners (ELLs) in the United States raises complex questions about how to provide these students with access to high quality education that can improve both their content knowledge of school subjects and their English proficiency, particularly their academic English proficiency. The development of…
Descriptors: Academic Discourse, Curriculum Design, Computer Simulation, Second Language Learning