Use of Evidence-Based, Small-Group Reading Instruction for English Language Learners in Elementary Grades: Secondary-Tier Intervention

By Debra M. Kamps, Mary I. Abbott, C. Greenwood, Carmen Arreaga-Mayer, Howard P. Wills, Jennifer Longstaff, Michelle Culpepper, Cheryl Walton. 2007

149 citations recorded by the source corpus.

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

View Paper: https://www.semanticscholar.org/paper/d2d53fb4e17475006de68bca5aef4dd7f9b532a9

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. Michael J. Vavrus
2. P. McCardle
3. D. August
4. T. Shanahan
5. Steve Graham
6. Michael J. Kieffer
7. Nonie K. Lesaux

In Education

1. Michael J. Vavrus
2. P. McCardle
3. D. August
4. T. Shanahan
5. Steve Graham

In Statistics and Probability

1. Michael J. Vavrus
2. D. August
3. T. Shanahan

Citations in the corpus

• Culturally resPonsiVe teaChing (2008, methodology): “Research has established the modeling of skills, strategies, and new content as an essential and effective method for teaching English learners (Gerber et al., 2004; Gersten & Geva 2003; Kamps et al., 2007; Vaughn et al., 2006).”
• Developing Literacy in English Language Learners: Findings From a Review of the Experimental Research (2014, background): “…well suited to the decoding needs of ELLs included grouping of students according to their instructional needs, mastery learning with frequent teacher modeling, opportunities for practice, and cumulative review (Gunn, Biglan, Smolkowski, & Ary, 2000; Kamps et al., 2007; Lovett et al., 2008).”