Effectiveness of Supplemental Reading Instruction for Second-Grade English Language Learners with Reading Difficulties
By Sylvia Linan-Thompson, S. Vaughn, Peggy Hickman-Davis, K. Kouzekanani. The Elementary school journal, 2003
115 citations recorded by the source corpus.
Subfields: Developmental and Educational Psychology, Education
View Paper: https://www.semanticscholar.org/paper/a0073db1397ec12be5a0c1b8f146fdd4b838fb81
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
- Kristen L. McMaster
- S. Vaughn
- I. Siraj‐Blatchford
- S. Baker
- R. Gersten
- B. Taggart
- P. Sammons
- E. Melhuish
In Education
- I. Siraj‐Blatchford
- Y. Anders
- B. Taggart
- P. Sammons
- Kathy Sylva
- E. Melhuish
- Kristen L. McMaster
- S. Vaughn
Citations in the corpus
- Exploring The Role of Teacher Quality in Predicting Reading Outcomes for First-Grade English Learners (2005, background): “Moreover, there is a vast body of literature, though not empirical, that promotes alternative methods of instruction for English learners, and many believe that teachers would do something inherently different for these students (August & Hakuta, 1997; Linan-Thompson et al., 2003).”
- Effectiveness of an English Intervention for First‐Grade English Language Learners at Risk for Reading Problems (2006, background): “These studies (Denton et al., 2004; Gunn et al., 2000; Linan-Thompson et al., 2003) have in common the implementation of reading interventions in English with ELLs, use of interventions that teach phonics and word-level decoding in the context of active engagement with text and comprehension…”
- 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).”
- The influence of child, family, home factors and pre-school education on the identification of special educational needs at age 10 (2011, background): “Children who struggle with reading acquisition may be seen to benefit from supplemental, intensive instruction, but teachers’ perceptions about what is appropriate can differ (e.g. Torgesen et al., 2001; Linan-Thompson et al., 2003).”