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Duguay, Annie – Center for Research on the Educational Achievement and Teaching of English Language Learners, 2012
This brief outlines a systematic school-wide intervention that consistently integrates content knowledge and language and literacy development in content area curricula. The brief first describes the elements of the intervention, including implementation, professional development and coaching support, in critical content areas. It then explains…
Descriptors: Teaching Models, Academic Discourse, Literacy, Intervention
Reutebuch, Colleen K. – Center for Research on the Educational Achievement and Teaching of English Language Learners, 2012
This brief describes the literacy coaching that was provided as part of the CREATE research project aimed at improving the teaching and learning of English learners in seventh-grade content areas. Coaching was intended to extend professional development and increase teacher capacity through multiple layers of support that included lesson…
Descriptors: Coaching (Performance), Literacy, English Language Learners, Grade 7
Echevarría, Jana – Center for Research on the Educational Achievement and Teaching of English Language Learners, 2012
This research brief highlights two schools' efforts to improve the achievement of their students using the SIOP Model. These schools, one elementary and one secondary, have seen significant improvement in the performance of their English learners through the use of the SIOP Model of instruction, an approach that addresses both academic language…
Descriptors: English Language Learners, Academic Achievement, Teaching Models, Elementary Schools
Echevarría, Jana; Short, Deborah J. – Center for Research on the Educational Achievement and Teaching of English Language Learners, 2011
This brief first describes individual interventions that CREATE researchers tested in middle school science, social studies, and language arts classrooms with English language learners over the course of the 2005-2009 school years. The brief then explains how the SIOP Model was used as a professional development framework to unite the separate…
Descriptors: English Language Learners, Sciences, Social Studies, Language Arts
Lawrence, Joshua F.; White, Claire; Snow, Catherine E. – Center for Research on the Educational Achievement and Teaching of English Language Learners, 2011
This brief describes a quasi-experimental study of Word Generation, conducted in public middle schools in Boston. Word Generation is a robust vocabulary intervention that is implemented across key subject areas. The purpose of the program is to enhance students' vocabulary in support of improved reading comprehension. The brief outlines the…
Descriptors: Reading Improvement, Vocabulary, Intervention, Middle School Students
Reutebuch, Colleen Klein – Center for Research on the Educational Achievement and Teaching of English Language Learners, 2010
This brief explains a CREATE intervention that incorporates literacy and language development activities into social studies instruction. It describes lessons designed to increase English language learners' social studies knowledge while simultaneously improving their vocabulary acquisition and overall reading comprehension.
Descriptors: English Language Learners, Social Studies, Knowledge Level, Vocabulary Development
August, Diane; Artzi, Lauren; Mazrum, Julie – Center for Research on the Educational Achievement and Teaching of English Language Learners, 2010
This brief reviews previous research related to the development of science knowledge and academic language in English language learners as well as the role of English language proficiency, learning in a second language, and first language knowledge in science learning. It also describes two successful CREATE interventions that build academic and…
Descriptors: English Language Learners, Vocabulary Development, Science Education, Science Achievement
Echevarria, Jana; Hasbrouck, Jan – Center for Research on the Educational Achievement and Teaching of English Language Learners, 2009
Response to Intervention (RTI) has emerged as a method for providing early academic assistance to students with difficulty learning. This brief outlines the tiered structure of RTI and how it can be implemented as an effective technique for teaching English learners who are having difficulty making academic progress. It touches on methods of…
Descriptors: Response to Intervention, English Language Learners, Learning Disabilities, Program Implementation
Himmel, Jennifer; Short, Deborah J.; Richards, Catherine; Echevarria, Jana – Center for Research on the Educational Achievement and Teaching of English Language Learners, 2009
This brief provides an overview of the SIOP Model and highlights how teachers can develop content and language objectives, emphasize key vocabulary, promote interaction, and incorporate effective review and assessment techniques within the context of middle school science. It provides research-based examples and strategies in order to illustrate…
Descriptors: Middle Schools, Secondary School Science, Science Instruction, Instructional Improvement