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Showing 1 to 15 of 46 results Save | Export
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Goodwin, Amanda P.; August, Diane; Calderon, Margarita – Language Learning, 2015
The current study unites multiple theories (i.e., the orthographic depth hypothesis and linguistic grain size theory, the simple view of reading, and the common underlying proficiency model) to explore differences in how 113 fourth-grade Spanish-speaking English learners (ELs) approached reading in their native language of Spanish, which is…
Descriptors: English (Second Language), Second Language Learning, Reading Comprehension, Reading Processes
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Calderon, Margarita; Slavin, Robert; Sanchez, Marta – Future of Children, 2011
The fastest-growing student population in U.S. schools today is children of immigrants, half of whom do not speak English fluently and are thus labeled English learners. Although the federal government requires school districts to provide services to English learners, it offers states no policies to follow in identifying, assessing, placing, or…
Descriptors: Family Programs, Second Language Learning, Educational Change, English (Second Language)
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Goodwin, Amanda P.; Huggins, A. Corinne; Carlo, Maria S.; August, Diane; Calderon, Margarita – Reading and Writing: An Interdisciplinary Journal, 2013
This study explored subprocesses of reading for 157 fifth grade Spanish-speaking English language learners (ELLs) by examining whether morphological awareness made a unique contribution to reading comprehension beyond a strong covariate-phonological decoding. The role of word reading and reading vocabulary as mediators of this relationship was…
Descriptors: Reading Processes, Grade 5, Spanish Speaking, English Language Learners
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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
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
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Duursma, Elisabeth; Romero-Contreras, Silvia; Szuber, Anna; Proctor, Patrick; Snow, Catherine; August, Diane; Calderon, Margarita – Applied Psycholinguistics, 2007
For the monolingual population, research has shown that vocabulary knowledge is closely related to reading achievement. However, the role of vocabulary has not been studied as extensively in the bilingual population. It is important to look at vocabulary to better understand reading achievement in the bilingual population in the United States.…
Descriptors: Social Status, Reading Achievement, Second Language Learning, Vocabulary Development
Calderon, Margarita – Intercultural Development Research Association Newsletter, 1989
Substantial evidence suggests that students working together in small cooperative groups can master material better than students working on their own, and that cooperative learning structures higher self-esteem and learning motivation. Cooperative learning (CL) has been proposed for use with language minority children, as well as with other…
Descriptors: Bilingual Education, Classroom Techniques, Cooperative Learning, English (Second Language)
Calderon, Margarita – 1982
Three research-based theoretical frameworks on which educational programs for language minority students might be based are discussed, along with a composite framework. The frameworks, which coincide with California's frameworks (described in "Schooling and Language Minority Students: A Theoretical Framework," 1981), are as follows: (1) a…
Descriptors: Bilingual Education, Communicative Competence (Languages), Elementary Secondary Education, Language Research
Calderon, Margarita – 1997
This digest presents recommendations for a staff development program for a multilingual multicultural teaching staff that has been tested and shown to be effective. Effective instruction in bilingual and multicultural schools requires that teachers combine a sophisticated knowledge of subject matter with a wide repertoire of teaching strategies…
Descriptors: Bilingual Education, Cultural Awareness, Educational Change, Elementary Secondary Education
Calderon, Margarita – 1990
This paper describes cooperative learning strategies, their research base, and the rationale for their use as an instructional process for low English proficiency students (LEPS). The paper examines seven components of effective implementation of cooperative learning with language-minority students, and reports on preliminary work on a 5-year…
Descriptors: Bilingual Education Programs, Cognitive Development, Cooperative Learning, Educational Philosophy
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Calderon, Margarita – Teacher Education and Practice, 1991
Discusses a project using cooperative learning as a tool for building learning communities of minority teachers in Texas, describing academic achievement, self-esteem, social skills, and collaboration in relation to 50 teachers participating in the project. Cooperative learning and teacher empowerment brought teachers closer together in a short…
Descriptors: Academic Achievement, Cooperative Learning, Inservice Teacher Education, Interpersonal Competence
Calderon, Margarita – 1982
The Innovation Configurations approach is a way of measuring what aspects of a staff development training program are actually being put into practice. Unlike other methods of measuring implementation (and particularly those used in the evaluation of bilingual program implementation), it does not focus on outcomes but instead answers the…
Descriptors: Bilingual Education, Case Studies, Educational Innovation, Elementary Secondary Education
Calderon, Margarita – 1996
As NAFTA opens the border between the United States and Mexico, the need for binational cooperation in education becomes ever more imperative. This chapter provides a rationale for binational education--the benefits of binational education both for language-minority students and for the majority culture--and describes a variety of cooperative…
Descriptors: Bilingual Education, Collegiality, Cooperative Learning, Educational Benefits
Calderon, Margarita – 1995
A study in two El Paso (Texas) elementary school two-way bilingual education programs investigated factors in learning through first and second language, analyzed teacher development in a context of complex change, and identified promising school structures for collaborative professional development for these teachers. Of the 24 participating…
Descriptors: Bilingual Teachers, Elementary Education, Elementary School Teachers, English (Second Language)
Calderon, Margarita – 1996
A 5-year study, conducted in two schools on the Texas-Mexico border, is investigating the effectiveness of peer coaching as a professional development strategy for teachers in two-way bilingual education programs. A group of 24 teachers, half bilingual and Hispanic and half monolingual and Anglo participated in the study. For each, classroom…
Descriptors: Classroom Communication, Classroom Observation Techniques, Code Switching (Language), Cross Cultural Training
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