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scaffolding instruction for ells-resource guide for ela

References


August, D., & Shanahan, T. (Eds.). (2006). Developing literacy in second-language learners: Report of the National Literacy Panel on language-minority children and youth. Mahwah, NJ: Lawrence Erlbaum Associates.
August, D., & Shanahan, T. (Eds.). (2008). Developing reading and writing in second-language learners. New York: Routledge.
August, A., Branum-Martin, L., Cardenas-Hagan, E., & Francis, D. J. (2009). The impact of an instructional intervention on the science and language learning of middle grade English language learners. Journal of Research on Educational Effectiveness, 2(4), 345–376. doi:10.1080/19345740903217623
Baker, S., Lesaux, N. Jayanthi, M., Dimino, J. Proctor, C. P., Morris, & J. Newman-Gonchar, R. (2014). Teaching academic content and literacy to English learners in elementary and middle school (NCEE 2014-4012). Washington, DC: U.S. Department of Education, Institute for Education Sciences, National Center for Education Evaluation and Regional Assistance.
Brown, B., Ryoo, K., & Rodriguez, J. (2010). Pathways towards fluency: Using “disaggregate instruction” to promote science literacy. International Journal of Science Education, 32(11), 1465–1493. doi:10.1080/09500690903117921
Carlo, M. S., August, D., McLaughlin, B., Snow, C. E., Dressler, C., Lippman, D. N.,…White, C. E. (2004). Closing the gap: Addressing the vocabulary needs for English language learners in bilingual and mainstream classrooms. Reading Research Quarterly, 39(2), 188–215. doi:10.1598/RRQ.39.2.3
Common Core State Standards Initiative. (2010). Common Core State Standards for English language arts & literacy in history/social studies, science, and technical subjects. Washington, DC: Author. Retrieved from http://www.corestandards.org/
Denton, C. A., Wexler, J., Vaughn, S., & Bryan, D. (2008). Intervention provided to linguistically diverse middle school students with severe reading difficulties. Learning Disabilities Research & Practice, 23(2), 79–89. doi:10.1111/j.1540-5826.2008.00266.x
Dressler, C., with Kamil, M. L. (2006). First- and second-language literacy. In D. August & T. Shanahan (Eds.), Developing literacy in second-language learners: Report of the National Literacy Panel on language minority children and youth (pp. 197–238). Mahwah, NJ: Lawrence Erlbaum Associates.
Fisher, Frey, & Lapp (2012). Text complexity: Raising rigor in reading. Newark, DE: International Reading Association
Francis, D., Lesaux, N., & August, D. (2006). Language of instruction. In D. August & T. Shanahan (Eds.), Developing literacy in second-language learners (pp. 365–414). Mahwah, NJ: Lawrence Erlbaum Associates.
Kim, J., Olson, C. B., Scarcella, R., Kramer, J., Pearson, M., van Dyk, D.,… Land, R. (2011). A randomized experiment of a cognitive strategies approach to text-based analytical writing for main-streamed Latino English language learners in grades 6 to 12. Journal of Research on Educational Effectiveness, 4(3), 231–263. doi:10.1080/19345747.2010.523513
Lesaux, N. K., Kieffer, M. J., Faller, S. E., & Kelley, J. G. (2010). The effectiveness and ease of implementation of an academic vocabulary intervention for linguistically diverse students in urban middle schools. Reading Research Quarterly, 45(2), 196–228. doi:10.1598/RRQ.45.2.3
Lesaux, N. K., Kieffer, M. J., Kelley, J. G., & Harris, J. R. (in press). Effects of academic vocabulary instruction for linguistically diverse adolescents: Evidence from a randomized field trial. American Educational Research Journal.
Liang, L. A., Peterson, C. A., & Graves, M. F. (2005). Investigating two approaches to fostering children’s comprehension of literature. Reading Psychology, 26(4–5), 387–400.
Restrepo, M.A, Castilla, A.P, Schwanenflugel, P. J., Neuharth-Pritchett, S., Hamilton, C. E., & Arboleda, A. (2010). Effects of a supplemental Spanish oral language program on sentence length, complexity, and grammaticality in Spanish-speaking children attending English-only preschools” Language, Speech, and Hearing Services in Schools, January 2010, Vol. 41, Issue 1, p. 3–13.
Ryoo, K. (2009). Learning science, talking science: The impact of a technology-enhanced curriculum on students’ science learning in linguistically diverse mainstream classrooms (Doctoral dissertation). Retrieved from http://gradworks.umi.com/33/64/3364450.html
Silverman, R., & Hines, S. (2009). The effects of multimedia-enhanced instruction on the vocabulary of English-language learners and non-English-language learners in pre-kindergarten through second grade. Journal of Educational Psychology, 101(2), 305–314. doi:10.1037/a0014217
Vaughn, S., Martinez, L. R., Linan-Thompson, S., Reutebuch, C. K., Carlson, C. D., & Francis, D. J. (2009). Enhancing social studies vocabulary and comprehension for seventh-grade English language learners: Findings from two experimental studies. Journal of Research on Educational Effectiveness, 2(4), 297–324. doi:10.1080/19345740903167018



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