Academic achievement

By Effie Maclellan. 2005

541 citations recorded by the source corpus.

Subfields: Communication, Education, Experimental and Cognitive Psychology

View Paper: https://www.semanticscholar.org/paper/aa68ffab710a02bf016fa1d657fd7fd64b928356

How researchers see this paper

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

In Communication

1. Kathryn J. Lindholm-Leary
2. Wayne P. Thomas
3. Rachel A. Valentino
4. Virginia P. Collier
5. Sean F. Reardon
6. Ana M. Hernández

In Education

1. Kathryn J. Lindholm-Leary
2. Wayne P. Thomas
3. Michael Schneider
4. Maja Flaig
5. Bianca A. Simonsmeier
6. Lennart Schalk
7. Rachel A. Valentino
8. Virginia P. Collier

In Experimental and Cognitive Psychology

1. Kathryn J. Lindholm-Leary
2. Wayne P. Thomas
3. Michael Schneider
4. Lennart Schalk
5. Rachel A. Valentino
6. Virginia P. Collier
7. Sean F. Reardon
8. Ana M. Hernández

Citations in the corpus

• Achievement and language proficiency of Latino students in dual language programmes: native English speakers, fluent English/previous ELLs, and current ELLs (2011, background): “…achieve at or above their peers in English mainstream, including the subgroups of ELL, RFEP, and Latino students in general (Christian et al. 2004; Lindholm-Leary 2001; Lindholm-Leary and Borsato 2005, 2006; Lindholm-Leary and Ferrante 2005; Lindholm-Leary and Howard 2008; Thomas and Collier 2002).”
• Effectiveness of Four Instructional Programs Designed to Serve English Learners (2015, background): “There is a sizable body of literature documenting the effects of bilingual education compared with EI instruction on ELs’ academic performance (Lindholm-Leary & Borsato, 2006).”
• Domain-specific prior knowledge and learning: A meta-analysis (2021, background): “Domain-specific knowledge is sometimes termed content knowledge (Chi & Ceci, 1987) and has been described as a central component of competence, academic achievement, expertise, and similar cognitive learning outcomes (Gobet, 2005; Hunter, 1986; OECD, 2016; Steinmayr et al., 2014).”
• Bilingual and biliteracy skills in young Spanish-speaking low-SES children: impact of instructional language and primary language proficiency (2014, background): “…speakers tend to have very low-SES in general, and that SES is likely a very significant factor in explaining the lower achievement and language proficiency of Spanish-speaking children (e.g. Lindholm-Leary and Borsato, 2006; Lindholm-Leary and Genesee 2010; Roberts, Mohammed, and Vaughn 2010).”
• Validating the Power of Bilingual Schooling: Thirty-Two Years of Large-Scale, Longitudinal Research (2017, background): “…for success in L2 are summarized and/or analyzed in Collier (1992b); Dolson (1985); Greene (1998); Krashen and Biber (1988); LindholmLeary (2001); Lindholm-Leary and Borsato (2006); Lindholm-Leary and Genesee (2010); Lindholm-Leary and Howard (2008); Ramίrez (1992); Rolstad, Mahoney, and Glass…”