A Synthesis of Research on Language of Reading Instruction for English Language Learners

By R. Slavin, Alan C. K. Cheung. 2004

584 citations recorded by the source corpus.

Subfields: Developmental and Educational Psychology, Language and Linguistics

View Paper: https://www.semanticscholar.org/paper/6e685f71463c78c77c7922d553f9ed09007009b1

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In Developmental and Educational Psychology

In Language and Linguistics

Citations in the corpus

Language diversity in education: evolving from multilingual education to functional multilingual learning (2014, background): “This implies that studies should start with sufficient participants to ensure that despite the inevitable drop-out they are able to draw valid and reliable conclusions (Slavin & Cheung, 2005).”
Peer-Assisted Learning Strategies: A “Tier 1” Approach to Promoting English Learners' Response to Intervention (2008, background): “There is an especially urgent call for effective early intervention approaches targeting ELs (e.g., Gersten & Baker, 2000; Slavin & Cheung, 2005), with the view that inappropriate special education referral, school failure, and other negative academic outcomes could be prevented if strong,…”
Two-way and monolingual English immersion in preschool education: An experimental comparison (2007, background): “Research tends to find that bilingual and first language education are at least as effective as English immersion (EI), but these approaches remain controversial (Greene, 1997; Rossell & Baker, 1996; Slavin & Cheung, 2005; Willig, 1985).”
A Systematic Review and Meta-Analysis of the Cognitive Correlates of Bilingualism (2010, background): “…the effectiveness of bilingual education programs because previous reviews, meta-analyses, and best-evidence syntheses have addressed the question of program effectiveness, albeit with inconclusive results (Baker & de Kanter, 1981; Rossell & Baker, 1996; Slavin & Cheung, 2005; Willig, 1985, 1987).”
English Language Learners and Academic Achievement: Revisiting the Threshold Hypothesis (2012, background): “Eventually, however, the returns on bilingualism may produce academic benefits for the learner (Cummins, 1981; Diaz & Klingler, 1992), particularly in bilingual programs in which students receive instruction through both the L1 and L2 (Rolstad, Mahoney, & Glass, 2005; Slavin & Cheung, 2005).”
Effectiveness of Four Instructional Programs Designed to Serve English Learners (2015, background): “There is slightly more empirical support for the latter argument, suggesting that bilingual education is superior to English-only instruction for ELs (Goldenberg, 2008; Greene, 1998; Rolstad et al., 2005; Willig, 1985), or at a minimum not detrimental (see Slavin & Cheung, 2005).”
Effective Reading Programs for Spanish-Dominant English Language Learners (ELLs) in the Elementary Grades (2012, methodology): “Several major meta-analyses of the impact of bilingual education on reading have been conducted in the past two decades (Greene, 1997; Rossell & Baker, 1996; Slavin & Cheung, 2005; Willig, 1987).”