Developing Literacy in Second-Language Learners: Report of the National Literacy Panel on Language-Minority Children and Youth

By Olga D. Lambert. Studies in Second Language Acquisition, 2008

924 citations recorded by the source corpus.

View Paper: https://www.semanticscholar.org/paper/d858c5384ed37452c54a348e898b7ef8cb7301cc

How researchers see this paper

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

In Education

Citations in the corpus

The Language and Literacy Development of Young Dual Language Learners: A Critical Review (2014, background): “These studies suggest that DLL children seem to use their knowledge in one language to support their literacy development of the other language, as has been found with older children (Dressler & Kamil, 2006).”
Developing Literacy in English Language Learners: Findings From a Review of the Experimental Research (2014, background): “…that works well with English speakers may not work as well with those in the process of acquiring English (Gutiérrez, Zepeda, & Castro, 2010), so the Institute of Education Sciences convened the National Literacy Panel on Language-Minority Children and Youth (August & Shanahan, 2006, 2008).”
Roles of morphological awareness in the reading comprehension of Spanish-speaking language minority learners: Exploring partial mediation by vocabulary and reading fluency (2012, background): “This variation in self-reported language use is typical of populations that are considered “language minority,” a term that includes English-dominant students from Spanish-speaking homes as well as their Spanish-dominant counterparts (August & Shanahan, 2006).”
Understanding Depth of Vocabulary Online With Bilingual and Monolingual Children (2009, background): “Exacerbating the enormity of the challenge, it is well established that children who speak a language other than English at home tend to exhibit considerably smaller English vocabularies than their monolingual peers (August & Shanahan, 2006; Oller & Pearson, 2002).”
Research on academic literacy development in sheltered instruction classrooms (2011, background): “Further, effect sizes for ELLs are often lower and more variable than those for native English-speaking students in literacy intervention studies (August & Shanahan, 2006).”
Enhancing Social Studies Vocabulary and Comprehension for Seventh-Grade English Language Learners: Findings From Two Experimental Studies (2009, background): “comprehension, and writing), with fluency, vocabulary, and comprehension being crucial to ELLs’ academic success (August & Shanahan, 2006a; Francis et al., 2006).”
Enhancing learning of children from diverse language backgrounds: Mother tongue-based bilingual or multilingual education in the early years (2010, background): “Literacy entails the development of metalinguistic awareness, including the knowledge that the pronunciation of words is related to the written form (for most languages), and that there are 'right' and 'wrong' ways to say things (August & Shanahan, 2006).”
English Language Learners and Academic Achievement: Revisiting the Threshold Hypothesis (2012, background): “The first contribution pertains to what we call a biliteracy advantage, which obtains from transfer across two languages of linguistic and academic skills such as cognate knowledge or reading strategies (August & Shanahan, 2006; Cummins, 1981; Genesee, Lindholm-Leary, Saunders, & Christian 2005).”
School Support, Parental Involvement, and Academic and Social-Emotional Outcomes for English Language Learners (2014, methodology): “According to the National Literacy Panel on Language-Minority Children and Youth (August & Shanahan, 2006), parents of ELL children can be a valuable resource in their children’s education, but schools often fail to involve or engage ELL parents in an effective partnership.”
Converging Trajectories (2011, background): “…minority, English language learners, socioeconomic status, longitudinal studies Language minority (LM) learners, namely, students from homes in whicha language other than the societal language is primarily spoken, offer educators with unique opportunities and challenges (August & Shanahan, 2006).”
What Constitutes a Science of Reading Instruction? (2020, methodology): “…effective is to try it out in classrooms and to measure its impact on student learning, the same approach adopted by various research review panels (August & Shanahan, 2006; NELP, 2008; NRP, 2000), research institutions (e.g., Institute of Education Sciences, National Institute of Child Health and…”
Investigating English reading comprehension growth in adolescent language minority learners: some insights from the simple view (2011, background): “…number of school-age children who come from non-native English speaking homes, known as Language Minority (LM) learners, it has been challenging to understand the reading performance of adolescent LM learners due to the limited scope of empirical work (for a review, see August & Shanahan, 2006).”
The Gap That Can’t Go Away (2013, background): “…gaps is a defining characteristic of the current reform era (NCLB, 2002) and because the analysis and reporting of EL-Non-EL or EL-EO gaps is widespread (Aguilar, 2010; August & Shanahan, 2006; Genesee, Lindholm-Leary, Saunders, & Christian, 2006; Goldenberg, 2008; Hemphill & Vanneman, 2011).”
Investigating the Effectiveness of a Comprehensive Literacy Coaching Program in Schools with High Teacher Mobility (2010, background): “The CFC training focuses on developing coaches’ knowledge of the theory underlying reading comprehension instruction, with a special emphasis on the role of classroom talk in supporting students’ understanding of texts (August & Shanahan, 2006; Beck & McKeown, 2006; Goldenberg, 2008; Snow, 2002).”