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

Vaughn, Sharon ; Paul T. Cirino ; Linan-Thompson, Sylvia ; Mathes, Patricia G. ; Carlson, Coleen D. ; Elsa Cardenas Hagan ; Sharolyn D. Pollard-Durodola ; Fletcher, Jack M. ; Francis, David J.

American educational research journal, 2006, Vol.43 (3), p.449-487 [Periódico revisado por pares]

Washington, DC: American Educational Research Association

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2
Accelerating Early Academic Oral English Development in Transitional Bilingual and Structured English Immersion Programs
Accelerating Early Academic Oral English Development in Transitional Bilingual and Structured English Immersion Programs
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Accelerating Early Academic Oral English Development in Transitional Bilingual and Structured English Immersion Programs

Tong, Fuhui ; Lara-Alecio, Rafael ; Irby, Beverly ; Mathes, Patricia ; Kwok, Oi-man

American educational research journal, 2008-12, Vol.45 (4), p.1011-1044 [Periódico revisado por pares]

Thousand Oaks, CA: SAGE Publications

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3
One-Year Follow-up Outcomes of Spanish and English Interventions for English Language Learners at Risk for Reading Problems
One-Year Follow-up Outcomes of Spanish and English Interventions for English Language Learners at Risk for Reading Problems
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One-Year Follow-up Outcomes of Spanish and English Interventions for English Language Learners at Risk for Reading Problems

Cirino, Paul T. ; Vaughn, Sharon ; Linan-Thompson, Sylvia ; Cardenas-Hagan, Elsa ; Fletcher, Jack M. ; Francis, David J.

American educational research journal, 2009-09, Vol.46 (3), p.744-781 [Periódico revisado por pares]

Los Angeles, CA: SAGE Publications

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4
A Cognitive Theory of Orthographic Transitioning: Predictable Errors in How Spanish-Speaking Children Spell English Words
A Cognitive Theory of Orthographic Transitioning: Predictable Errors in How Spanish-Speaking Children Spell English Words
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A Cognitive Theory of Orthographic Transitioning: Predictable Errors in How Spanish-Speaking Children Spell English Words

Fashola, Olatokunbo S. ; Drum, Priscilla A. ; Mayer, Richard E. ; Kang, Sang-Jin

American educational research journal, 1996, Vol.33 (4), p.825-843 [Periódico revisado por pares]

Washington, DC: American Educational Research Association

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5
School Adaptation: A Triangular Process
School Adaptation: A Triangular Process
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School Adaptation: A Triangular Process

Brizuela, Bárbara M. ; García-Sellers, Martha J.

American educational research journal, 1999, Vol.36 (2), p.345-370 [Periódico revisado por pares]

Washington, DC: American Educational Research Association

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6
The Limits of Expectations: A Case for Case Knowledge about Teacher Expectancy Effects
The Limits of Expectations: A Case for Case Knowledge about Teacher Expectancy Effects
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The Limits of Expectations: A Case for Case Knowledge about Teacher Expectancy Effects

Goldenberg, Claude

American educational research journal, 1992, Vol.29 (3), p.517-544 [Periódico revisado por pares]

Washington, DC: American Educational Research Association

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7
Meaning Construction in School Literacy Tasks: A Study of Bilingual Students
Meaning Construction in School Literacy Tasks: A Study of Bilingual Students
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Meaning Construction in School Literacy Tasks: A Study of Bilingual Students

Langer, Judith A. ; Bartolome, Lilia ; Vasquez, Olga ; Lucas, Tamara

American educational research journal, 1990-10, Vol.27 (3), p.427-471 [Periódico revisado por pares]

Washington, D.C., Wash: American Educational Research Association

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