This study examined the relation between young English language learners' (ELL) native oral language skills and their language input in transitional bilingual education kindergarten classrooms. Spanish-speaking ELLs' ("n" = 101) Spanish expressive language skills were assessed using the memory for sentences and picture vocabulary…

This study examined (a) the identification of various reading groups across languages in Chinese (L1) adolescents learning English as a second language (ESL), in terms of their word-reading and reading comprehension skills, (b) overlap in reading group membership across languages, and (c) the performance of the various reading groups on…

This comparative study examines relationships between phonemic awareness and Spanish reading skill acquisition among three groups of Spanish-speaking first and second graders: children in Mexico receiving reading instruction in Spanish and children in the United States receiving reading instruction in either Spanish or English. Children were…

This investigation extended the use of the priming methodology to 5- and 6-year-olds at the beginning stages of learning English as a second language (L2). In Study 1, 14 L2 children described transitive scenes without an experimenter's input. They produced no passives and minimal actives; most of their utterances were incomplete. In Study 2, 56…

The issue of whether to separate English language development (ELD) into a separate instructional block or whether to integrate it with reading/language arts instruction is an unanswered question with theoretical and practical implications. We addressed this question by observing instruction across the year in 85 kindergarten classrooms that…

"Enhanced Proactive Reading" a comprehensive, integrated reading, language arts, and English language development curriculum, is targeted to first-grade English language learners experiencing problems with learning to read through conventional instruction. The curriculum is implemented as small group daily reading instruction, during…

The effectiveness of an explicit, systematic reading intervention for first-grade students whose home language was Spanish and who were at risk for reading difficulties was examined. Participants were 69 students in 20 classrooms in 7 schools from 3 districts who initially did not pass the screening in Spanish and were randomly assigned within…

This report is designed for use by policymakers and practitioners involved in issues of adult education, welfare reform, and employment training programs. The driving concerns of this report are issues associated with Spanish-speaking adults who are at risk for having learning disabilities. The focus on adults is critical, because such issues as…

This study examined the reading performance on the Woodcock Language Proficiency Battery--Revised (WLPB-R), in Spanish and English, of 183 Spanish-speaking students in kindergarten through grade 2 in 3 schools with 4 instructional programs for English learners: structured English immersion, transitional bilingual, developmental bilingual, and dual…