Early Reading Intervention for English Language Learners At-Risk for Learning Disabilities: Student and Teacher Outcomes in an Urban School

By Diane Haager, M. P. Windmueller. 2001

109 citations recorded by the source corpus.

Subfields: Developmental and Educational Psychology, Education, Statistics and Probability

View Paper: https://www.semanticscholar.org/paper/2c7b15e215634bce5ff741ebad6340b614a8199b

How researchers see this paper

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

In Developmental and Educational Psychology

1. Jennifer Longstaff
2. Debra M. Kamps
3. S. Kung
4. Carmen Arreaga-Mayer
5. C. Greenwood
6. Mary I. Abbott
7. M. Cao
8. Howard P. Wills

In Education

1. S. Kung
2. M. Cao
3. Kristen L. McMaster
4. Insoo Han
5. Michael J. Vavrus

In Statistics and Probability

1. S. Kung
2. C. Greenwood
3. M. Cao
4. Kristen L. McMaster
5. Insoo Han
6. Michael J. Vavrus

Citations in the corpus

• Use of Evidence-Based, Small-Group Reading Instruction for English Language Learners in Elementary Grades: Secondary-Tier Intervention (2007, background): “…needs to learn to read, research suggests that factors such the instructional environment (Arreaga-Mayer, Utley, Perdomo-Rivers, & Greenwood, 2003; Haager & Windmueller, 2001; Kamps & Greenwood, 2005) and instructional dosage such as intensity and duration are also critical components to improve…”
• Peer-Assisted Learning Strategies: A “Tier 1” Approach to Promoting English Learners' Response to Intervention (2008, background): “ELs reliably outperformed controls in all but two of the studies, which did not include controls (Haager & Windmueller, 2001; Linan-Thompson et al., 2003).”