Effective Reading Programs for English Language Learners. A Best-Evidence Synthesis.

By R. Slavin, Alan C. K. Cheung. 2003

158 citations recorded by the source corpus.

View Paper: https://www.semanticscholar.org/paper/b2d9d5c166288d8bc458355f1fea9d7c6de1b380

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Citations in the corpus

Vocabulary: Questions from the classroom (2006, background): “Although students with strong heritage-language skills can use these skills in reading English (Moll, 1988; Slavin & Cheung, 2003), English-language vocabulary is still a significant stumbling block for students in ELL programs (Garcia, 1991).”
Collaborative Teaching to Increase ELL Student Learning: A Three-Year Urban Elementary Case Study (2007, background): “Clearly the need is urgent to advance teaching and learning practices in mainstreamed schools and classrooms of today (Cornell, 1995; Kluth, Straut, & Biklen, 2003; Lucas, 1993; Olsen, 2000; Olsen & Jaramillo, 1999; Slavin & Cheung, 2003).”
The Big Picture: A Meta-Analysis of Program Effectiveness Research on English Language Learners (2005, methodology): “Slavin (1986) similarly included such considerations in his best-evidence approach, a version of the narrative review approach that, Slavin and Cheung (2003) remarked, additionally involves the systematic inclusion criteria and effect size computations typical of meta-analysis (Cooper, 1998; Glass,…”
Native Language Proficiency, English Literacy, Academic Achievement, and Occupational Attainment in Limited-English-Proficient Students: A Latent Growth Modeling Perspective. (2008, background): “A substantial literature on the relative value of bilingual versus English immersion instructional approaches is indeed available and has been periodically reviewed (eg, Rossell & Baker, 1996; Slavin & Cheung, 2003).”
The Impact of Language and High-Stakes Testing Policies on Elementary School English Language Learners in Arizona. (2006, background): “…research has shown that, despite the claims of Proposition 203 and its supporters, bilingual programs are effective in helping ELLs learn English and achieve academic success (Genesee, Lindholm-Leary, Saunders & Christian, 2006; Rolstad, Mahoney, & Glass, 2005a, 2005b; Slavin & Cheung, 2003).”
Participant Structures as Professional Learning Tasks and the Development of Pedagogical Language Knowledge among Preservice Teachers. (2011, background): “Consistent and reliable research findings point to the superiority of bilingual education over all-English instruction (August & Hakuta, 1997; Hakuta, 1986; Rolstad, Mahoney, & Glass, 2005; Slavin & Cheung, 2003; Thomas & Collier, 2002).”