Understanding and evaluating English Learners’ oral reading with miscue analysis

Keh, M.L. (2017). Understanding and evaluating English Learners’ oral reading with miscue analysis. Journal of Adolescent & Adult Literacy, 60(6), 643-653.

Nurturing young children’s biliteracy development: A Korean family’s hybrid literacy practices in the home

Song, K. (2016). Nurturing young children’s biliteracy development: A Korean family’s hybrid literacy practices in the home. Language Arts 93,341-353.

A review of the literature on teaching academic English to English Language Learners

DiCerbo, P. A., Anstrom, K. A., Baker, L. L., & Rivera, C. (2014). A review of the literature on teaching academic English to English Language Learners. Review of Educational Research, 84(3), 446-482.

Stories from the past: Using the language experience approach in correctional education ESL

Gardner, S. (2014). Stories from the past: Using the language experience approach in correctional education ESL. Talking Points, 25(1), 19-25.

Teaching adolescent ELs to write academic-style persuasive essays

Ramos, K. (2014). Teaching adolescent ELs to write academic-style persuasive essays. Journal of Adolescent & Adult Literacy, 57(8), 655-665.

Struggling reader or emerging biliterate student? Reevaluating the criteria for labeling emerging bilingual students as low achieving

Hopewell, S., & Escamilla, K. (2014). Struggling reader or emerging biliterate student? Reevaluating the criteria for labeling emerging bilingual students as low achieving. Journal of Literacy Research, 46(1), 68-89.

How important is teaching phonemic awareness to children learning to read in Spanish?

Goldenberg, C., Tolar, T.D., Reese, L., Francis, D. J. Bazan, A.R., & Mejia-Arauz, R. (2014). How important is teaching phonemic awareness to children learning to read in Spanish? American Educational Research Journal, 51(3), 604-633.

Is separate always unequal? A philosophical examination of ideas of equality in key cases regarding racial and linguistic minorities in education

Thompson, K.D. (2013). Is separate always unequal? A philosophical examination of ideas of equality in key cases regarding racial and linguistic minorities in education. Review of Educational Research, 50(6), pp. 1249-1278.

Effective reading programs for Spanish-dominant English Language Learners (ELLs) in the elementary grades: A synthesis of research

Cheung, Alan C. K., & Slavin, Robert E. (2012). Effective reading programs for Spanish-dominant English Language Learners (ELLs) in the elementary grades: A synthesis of research. Review of Educational Research, 82(4), 351-395.

Converging trajectories: Reading growth in language minority learners and their classmates, kindergarten to grade 8

Kieffer, Michael J. (2011). Converging trajectories: Reading growth in language minority learners and their classmates, kindergarten to grade 8. American Educational Research Journal, 48(5), 1187-1225.

Efficacy of a Tier 2 supplemental root word vocabulary and decoding intervention with kindergarten Spanish-speaking English learners

Nelson, J. Ron, Vadasy, Patricia F., & Sanders, Elizabeth A. (2011). Efficacy of a Tier 2 supplemental root word vocabulary and decoding intervention with kindergarten Spanish-speaking English learners. Journal of Literacy Research, 43(2), 184-211.

Tiered texts: Supporting knowledge and language learning for English learners and struggling readers

Moss, Barbara, Lapp, Diane, & O’Shea, Mary. (2011). Tiered texts: Supporting knowledge and language learning for English learners and struggling readers. English Journal, 100(5), 54-60.