The aims of the current project were to: (1) describe average change in the use of academic words across the school year in writing and (2) examine potential predictors of growth in academic word use in response to morphology-focused supplemental instruction. Investigators utilized written expository responses of 824 students in 5th grade before…

Acquisition of oral English verb morphology presents difficulties for bilinguals, learners of EFL and English-speaking monolingual children with specific language impairment. This study aimed to identify challenging English verb inflections among sixth grade speakers of Arabic (N = 85) and Hebrew (N = 86) using an elicited oral narrative task, and…

Purpose: In this clinical focus, the authors argue for robust vocabulary instruction with emergent bilingual learners both in inclusive classroom settings and in clinical settings for emergent bilinguals with language and literacy disorders. Robust vocabulary instruction focuses on high-utility academic words that carry abstract meanings and…

The study's purpose was to assess, through mixed methods, written linguistic features of 20 Spanish-speaking English language learners (ELLs) in middle school. Students came from Mexico, Puerto Rico, and the Dominican Republic. Participants wrote two expository and two narrative formal texts, each in Spanish and English, for a total of eight…

The purpose of this study is to contribute to the existing literature on the foreign language learning of students with LLDs by conducting a comprehensive investigation of the performance of three students in middle school foreign language classes in a suburban school district in southwestern Pennsylvania. More specifically, this study documents…