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Direct linkChung, Kevin Kien Hoa; Li, Xiaomin; Lam, Chun Bun; Fung, Wing Kai; Liu, Catrina – Learning Disabilities Research & Practice, 2022
This study examined the co-occurrence of word reading difficulty in Chinese (L1) and English as a second language (L2) and tested language and executive functioning (EF) skills as correlates. Thirty-nine poor readers in Chinese (PC), 39 poor readers in English (PE), and 26 poor readers of both languages (PB) were compared to 39 average readers who…
Descriptors: Prediction, Native Language, Language Tests, English (Second Language)
Solari, Emily J.; Kehoe, Karen F.; Cho, Eunsoo; Hall, Colby; Vargas, Isabel; Dahl-Leonard, Katlynn; Richmond, Cassidi L.; Henry, Alyssa R.; Cook, Lysandra; Hayes, Latisha; Conner, Carlin – Learning Disabilities Research & Practice, 2022
This study meta-analyzed the last four decades (1980-2020) of reading intervention research focused on improving reading outcomes for English language (EL) students in Grades K-5 with or at risk for word reading difficulties. Experimental and quasi-experimental group design and single-case experimental design (SCED) studies were included; 10 group…
Descriptors: Instructional Effectiveness, Intervention, English Language Learners, English (Second Language)
Rivera, Mabel O.; McKeithan, Glennda K. – Learning Disabilities Research & Practice, 2022
Meeting the needs of English learners (ELs) effectively must be an individualized, purposeful, and data-driven process. Progress monitoring can help practitioners to target their EL students' most significant academic and linguistic needs and, subsequently, develop and deliver instructional programming that may help students develop to their…
Descriptors: English Language Learners, Course Content, Teaching Methods, Academic Language
Arizmendi, Genesis D.; Li, Jui-Teng; Van Horn, M. Lee; Petcu, Stefania D.; Swanson, H. Lee – Learning Disabilities Research & Practice, 2021
This meta-analysis synthesized research on math performance outcomes for English learners (EL) as a function of language-focused (math vocabulary) interventions. We included group and single-subject design studies with children from kindergarten to 8th grade (3,766 students for group, 30 for single-subject). Group studies yielded a mean Hedges' g…
Descriptors: Meta Analysis, Mathematics Achievement, English Language Learners, Intervention
Baker, Doris Luft; Richards-Tutor, Catherine; Sparks, Anthony; Canges, Rebecca – Learning Disabilities Research & Practice, 2018
We review published single subject design (SSD) studies that examine the effects of interventions for English learners at-risk or with learning disabilities. Results of our literature search yielded 10 studies, five in reading, one in reading and behavior, and four in mathematics that met our inclusion criteria. Seven studies targeted…
Descriptors: Research Design, Intervention, At Risk Students, Learning Disabilities
Grant, Amy; Gottardo, Alexandra; Geva, Esther – Learning Disabilities Research & Practice, 2011
This study compared variables related to reading ability in Grade 3 students learning English as a first language (L1) and second language (L2). The students learning English as an L2 came from diverse backgrounds, with different levels of bilingualism in Spanish and English or Portuguese and English before they entered school. Both within-group…
Descriptors: Reading Comprehension, Reading Difficulties, Reading Ability, Grade 3
Gottardo, Alexandra; Collins, Penny; Baciu, Iuliana; Gebotys, Robert – Learning Disabilities Research & Practice, 2008
We examined the components of first (L1) and second language (L2) phonological processing that are related to L2 word reading and vocabulary. Spanish-speaking English learners (EL) were classified as average or low readers in grades 1 and 2. A large number of children who started out as poor readers in first grade became average readers in second…
Descriptors: Predictor Variables, Grade 2, Grade 1, Spanish Speaking
Solari, Emily J.; Gerber, Michael M. – Learning Disabilities Research & Practice, 2008
This study investigated the effects of three instructional conditions on precursors to successful reading for Spanish-speaking English language learners (ELL). The study was conducted using a randomized, alternate treatment control group design specifically targeting phonological awareness (PA) listening comprehension (LC), and decoding in a…
Descriptors: Control Groups, Listening Comprehension, Speech Communication, Intervention
