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Vocabulary instruction and read alouds: Increasing the Spanish reading performance of English language learners with disabilities

Ramos Zagarrigo, Awilda

2008

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ProQuest

The Effect of Repeated Reading on the Oral Reading Fluency of English Language Learners with Specific Learning Disability

Okonkwo, Mabel

2021

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ProQuest

The Effectiveness of Reading Interventions for English Learners: A Research Synthesis

Exceptional children, 2016-01, Vol.82 (2), p.144-169

2016

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Early Reading Intervention: Responding to the Learning Needs of Young At-Risk English Language Learners

Learning disability quarterly, 2009-08, Vol.32 (3), p.143-162

2009

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Determining English Language Learners' Response to Intervention: Questions and Some Answers

Learning disability quarterly, 2007-08, Vol.30 (3), p.185-195

2007

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Does Supplemental Instruction Support the Transition From Spanish to English Reading Instruction for First-Grade English Learners at Risk of Reading Difficulties?

Learning disability quarterly, 2016-11, Vol.39 (4), p.226-239

2016

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English Language Learners and Response to Intervention: Introduction to Special Issue

Learning disability quarterly, 2007-08, Vol.30 (3), p.151-152

2007

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A supplemental computer‐assisted intervention programme to prevent early reading difficulties in Spanish learners: A stratified random control trial

Journal of computer assisted learning, 2021-04, Vol.37 (2), p.510-520

2021

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‘They are visually impaired, not blind … teach them!’ : Grade R in-service teachers’ knowledge of teaching pre-reading skills to visually impaired learners

South African journal of childhood education, 2019, Vol.9 (1), p.1-11

2019

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A comparison of the reading progress of English language speakers and learners, participating in an intensive, explicit, structured, phonics-based program

McCain, Kathleen G

2008

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ProQuest

One-Year Follow-up Outcomes of Spanish and English Interventions for English Language Learners at Risk for Reading Problems

American educational research journal, 2009-09, Vol.46 (3), p.744-781

2009

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Effectiveness of a Spanish Intervention and an English Intervention for English-Language Learners at Risk for Reading Problems

American educational research journal, 2006, Vol.43 (3), p.449-487

2006

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Using Nonsense Word Fluency to Predict Reading Proficiency in Kindergarten Through Second Grade for English Learners and Native English Speakers

School psychology review, 2008-01, Vol.37 (3), p.391-408

2008

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The Identification and Prevalence of Dyslexia Among English Learners

Moore, Karol Ann

2022

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ProQuest

Efficacy of a First-Grade Responsiveness-to-Intervention Prevention Model for Struggling Readers

Reading research quarterly, 2013-04, Vol.48 (2), p.135-154

2013

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The Dyslexia Disparity: An Examination of Inequities in the Identification and Intervention of Early Learners of Color

Darrington, Fredeisha Harper

2022

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ProQuest

Emotional and Cognitive Factors in Reading Among Minority-language Speaking Children and Native Hebrew Speaking Second-grade Learners

2021

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ProQuest

Qualitative and Quantitative Examination of Four Low-Performing Kindergarten English Learners: Characteristics of Responsive and Nonresponsive Students

Remedial and special education, 2006-07, Vol.27 (4), p.218-234

2006

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Peer-Assisted Learning Strategies for First-Grade Readers: Responding to the Needs of Diverse Learners

Reading research quarterly, 1998-01, Vol.33 (1), p.62-94

1998

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Responsiveness of Students With Language Difficulties to Early Intervention in Reading

The Journal of special education, 2010-02, Vol.43 (4), p.220-235

2010

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The State of Current Reading Intervention Research for English Learners in Grades K–2: a Best-Evidence Synthesis

Educational psychology review, 2022-03, Vol.34 (1), p.335-361

2022

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RTI (Response to Intervention): Rethinking special education for students with reading difficulties (yet again)

Reading research quarterly, 2006-01, Vol.41 (1), p.99-108

2006

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Paraprofessional Instructional Assistants Raise the Reading Performance of Latina/o First Graders in a Low-Income District

Remedial and special education, 2023-08, Vol.44 (4), p.308-318

2023

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ESSA Spotlights Strategy to Reach Diverse Learners.(Every Student Succeeds Act)

Education Week, 2016-02, Vol.35 (22), p.1-1

Samuels, Christina A

2016

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Articulation Accuracy and Vocabulary Size Contributions to Phonemic Awareness and Word Reading in English Language Learners

Journal of educational psychology, 2005-11, Vol.97 (4), p.601-616

Roberts, Theresa A

2005

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Vocabulary instruction and read alouds: Increasing the Spanish reading performance of English language learners with disabilities

The Effect of Repeated Reading on the Oral Reading Fluency of English Language Learners with Specific Learning Disability

The Effectiveness of Reading Interventions for English Learners: A Research Synthesis

Early Reading Intervention: Responding to the Learning Needs of Young At-Risk English Language Learners

Determining English Language Learners' Response to Intervention: Questions and Some Answers

Does Supplemental Instruction Support the Transition From Spanish to English Reading Instruction for First-Grade English Learners at Risk of Reading Difficulties?

English Language Learners and Response to Intervention: Introduction to Special Issue

A supplemental computer‐assisted intervention programme to prevent early reading difficulties in Spanish learners: A stratified random control trial

‘They are visually impaired, not blind … teach them!’ : Grade R in-service teachers’ knowledge of teaching pre-reading skills to visually impaired learners

A comparison of the reading progress of English language speakers and learners, participating in an intensive, explicit, structured, phonics-based program

One-Year Follow-up Outcomes of Spanish and English Interventions for English Language Learners at Risk for Reading Problems

Effectiveness of a Spanish Intervention and an English Intervention for English-Language Learners at Risk for Reading Problems

Using Nonsense Word Fluency to Predict Reading Proficiency in Kindergarten Through Second Grade for English Learners and Native English Speakers

The Identification and Prevalence of Dyslexia Among English Learners

Efficacy of a First-Grade Responsiveness-to-Intervention Prevention Model for Struggling Readers

The Dyslexia Disparity: An Examination of Inequities in the Identification and Intervention of Early Learners of Color

Emotional and Cognitive Factors in Reading Among Minority-language Speaking Children and Native Hebrew Speaking Second-grade Learners

Qualitative and Quantitative Examination of Four Low-Performing Kindergarten English Learners: Characteristics of Responsive and Nonresponsive Students

Peer-Assisted Learning Strategies for First-Grade Readers: Responding to the Needs of Diverse Learners

Responsiveness of Students With Language Difficulties to Early Intervention in Reading

The State of Current Reading Intervention Research for English Learners in Grades K–2: a Best-Evidence Synthesis

RTI (Response to Intervention): Rethinking special education for students with reading difficulties (yet again)

Paraprofessional Instructional Assistants Raise the Reading Performance of Latina/o First Graders in a Low-Income District

ESSA Spotlights Strategy to Reach Diverse Learners.(Every Student Succeeds Act)

Articulation Accuracy and Vocabulary Size Contributions to Phonemic Awareness and Word Reading in English Language Learners

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