Achievement in predominantly low SES/Hispanic dual language schools

By Kathryn J. Lindholm-Leary, Nicholas C. Block. 2010

174 citations recorded by the source corpus.

Subfields: Education, Language and Linguistics

View Paper: https://www.semanticscholar.org/paper/0a1e0b7a3fbcb150e27d0c2c812c332db02de331

How researchers see this paper

The researchers whose trusted networks rank it highest, strongest advocate first. Every researcher gets a different order.

In Education

1. Kathryn J. Lindholm-Leary
2. Elizabeth R. Howard
3. C. Barr
4. D. August
5. Ana M. Hernández

In Language and Linguistics

1. Kathryn J. Lindholm-Leary
2. Elizabeth R. Howard
3. C. Barr
4. D. August

Citations in the corpus

• The Importance of SES, Home and School Language and Literacy Practices, and Oral Vocabulary in Bilingual Children’s English Reading Development (2014, background): “…education settings show that the English performance of students in 90/10 programs is generally lower than that of students in 50/50 programs in the early grades, with no difference by late elementary grades and into secondary school (Lindholm-Leary & Block, 2010; Lindholm-Leary & Howard, 2008).”
• Achievement and language proficiency of Latino students in dual language programmes: native English speakers, fluent English/previous ELLs, and current ELLs (2011, background): “…achievement in native English- and native Spanish-speaking students (e.g. Lindholm-Leary and Genesee 2010; Thomas and Collier 2002), there has been insufficient empirical data about distinct groups of Latino participants (e.g. Lindholm-Leary and Block 2010), particularly subgroups of ELL students.”