Effective Reading Programs for English Language Learners and Other Language-Minority Students

By Alan C. K. Cheung, R. Slavin. 2005

132 citations recorded by the source corpus.

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

View Paper: https://www.semanticscholar.org/paper/88f43af931379074efd3df2540e2dd0f72d3f47d

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. R. Slavin
2. Alan C. K. Cheung
3. Cynthia Lake
4. Marisa von Fintel
5. Stephen Taylor
6. Susan R Davis
7. N. Madden
8. Van-Dat Tran

In Education

1. R. Slavin
2. Alan C. K. Cheung
3. Cynthia Lake
4. Susan R Davis
5. Marisa von Fintel
6. Stephen Taylor
7. N. Madden
8. B. Chambers

In Statistics and Probability

1. R. Slavin
2. Cynthia Lake
3. Marisa von Fintel
4. Stephen Taylor
5. Alan C. K. Cheung
6. Susan R Davis
7. N. Madden

Citations in the corpus

• Effective Programs for Struggling Readers: A Best-Evidence Synthesis. (2009, background): “…research syntheses review research on beginning and upper-elementary reading programs (Slavin, Lake, Chambers, Cheung, & Davis, in press), middle and high school reading programs (Slavin, Cheung, Groff, & Lake, 2008), and reading programs for English language learners (Cheung & Slavin, 2005).”
• Estimating the impact of language of instruction in South African primary schools: A fixed effects approach (2016, background): “However, subsequent re-analysis of the same studies (Greene, 1997; Cheung & Slavin, 2005, 2012) has demonstrated that many of these studies had serious methodological flaws and that the most credible studies in fact favoured bilingual approaches.”
• Effective Reading Programs for the Elementary Grades: A Best-Evidence Synthesis (2009, background): “…syntheses review research on remedial, preventive, and special education programs in elementary reading (Slavin, Lake, Davis, & Madden, 2009), middle and high school reading programs (Slavin, Cheung, Groff, & Lake, 2008), and reading programs for English language learners (Cheung & Slavin, 2005).”
• A Synthesis of Research on Language of Reading Instruction for English Language Learners (2004, background): “As many previous reviewers have concluded, quality of instruction is at least as important as language of instruction (for reviews of effective programs and practices for ELLs, see August & Hakuta, 1997; Fitzgerald, 1995; Klingner & Vaughn, 2004; Slavin & Cheung, 2005, in press).”