References
- Andrews, R. 2009. Review of research in English as an additional language (EAL). Institute of Education/Training and Development Agency, 1–47. https://www.naldic.org.uk/Resources/NALDIC/Research and Information/Documents/review-of-research-in-eal.pdf.
- Armon-Lotem, S., J. de Jong and N. Meir. (eds.) 2015. Assessing Multilingual Children : Disentangling Bilingualism from Language Impairment. Bristol: Multilingual Matters.
- August, D., L. Artzi and C. Barr. 2016. Helping ELLs meet standards in English language arts and science: an intervention focused on academic cocabulary. Reading and Writing Quarterly 32, no. 4: 373–96. DOI:10.1080/10573569.2015.1039738.
- August, D., L. Branum-Martin, L. E, E. Cárdenas-Hagan, D.J. Francis, D. J. J, J. Powell, S. Moore and E.F. Haynes. 2014. Helping ELLs meet the common core state standards for literacy in science: the impact of an instructional intervention focused on academic language. Journal of Research on Educational Effectiveness 7, no. 1: 54–82. DOI:10.1080/19345747.2013.836763.
- Bailey, E.G. and E. Marsden. 2017. Teachers’ views on recognising and using home languages in predominantly monolingual primary schools. Language and Education 31, no. 4: 283–306. DOI:10.1080/09500782.2017.1295981.
- Barber, A.T., M.M. Buehl, J.K. Kidd, E.G. Sturtevant, L. Richey Nuland and J. Beck. 2015. Reading engagement in social studies: exploring the role of a social studies literacy intervention on reading comprehension, reading self-efficacy, and engagement in middle school students with different language backgrounds. Reading Psychology 36, no. 1: 31–85. DOI:10.1080/02702711.2013.815140.
- Boisvert, P. and K. Rao. 2015. Video self-modeling for English language learners. TESOL Journal 6, no. 1: 36–58. DOI:10.1002/tesj.135.
- Cervetti, G. N., J. M. Kulikowich and M. A Bravo. 2015. The effects of educative curriculum materials on teachers’ Use of instructional strategies for English language learners in science and on student learning. Contemporary Educational Psychology 40: 86–98. DOI:10.1016/J.CEDPSYCH.2014.10.005.
- Chandler, J., J. Mckenzie, I. Boutron and V Welch. 2014. Cochrane Methods. www.c-cemg.org.
- Clay, M. M. 2000. The Early Detection of Reading Difficulty (3rd ed.). Auckland: Heinemann.
- Completed projects, Education Endowment Foundation, EEF. 2018 https://educationendowmentfoundation.org.uk/projects-and-evaluation/reports/.
- Conteh, J. 2006. Promoting Learning for Bilingual Pupils 3-11 : Opening Doors to Success. London: Paul Chapman.
- Conteh, J. 2012. Teaching Bilingual and EAL Learners in Primary Schools. London: Sage/Learning Matters.
- Crevecoeur, Y.C., M.D. Coyne and D.B. McCoach. 2014. English language learners and English-only learners’ response to direct vocabulary instruction. Reading and Writing Quarterly 30, no. 1: 51–78. DOI:10.1080/10573569.2013.758943.
- Crosson, A.C. and D. Moore. 2017. When to take up roots: the effects of morphology instruction for middle school and high school English learners. Reading Psychology 38, no. 3: 262–88. DOI:10.1080/02702711.2016.1263699.
- Cunningham, C. 2017. Saying More than You Realise about ‘EAL’: Discourses of Educators about Children who Speak Languages beyond English. University of York. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.727366.
- Demie, F. 2018. English language proficiency and attainment of EAL (English as second language) pupils in England. Journal of Multilingual and Multicultural Development 39, no. 7: 641–53. DOI:10.1080/01434632.2017.1420658.
- Department for Education. 2012. Schools, Pupils, and their Characteristics: January 2012. http://www.education.gov.u.
- Department for Education. 2018. Schools, Pupils and their Characteristics: January 2018. https://assets.publishing.service.gov.uk/government/uploads/system/uploads/attachment_data/file/719226/Schools_Pupils_and_their_Characteristics_2018_Main_Text.pdf.
- Foley, Y., P. Sangster and C. Anderson. 2013. Examining EAL policy and practice in mainstream schools. Language and Education 27, no. 3: 191–206. DOI:10.1080/09500782.2012.687747.
- Goodwin, A.P. 2016. Effectiveness of word solving: integrating morphological problem-solving within comprehension instruction for middle school students. Reading and Writing 29, no. 1: 91–116. DOI:10.1007/s11145-015-9581-0.
- Greenfader, C.M., L. Brouillette and G. Farkas. 2015. Effect of a performing arts program on the oral language skills of young English learners. Reading Research Quarterly 50, no. 2: 185–203. DOI:10.1002/rrq.90.
- Hutchinson, J. 2018. Educational outcomes of children with English as an additional language. The Bell Foundation. Retrieved March 1 2018, from https://www.bell-foundation.org.uk/research-report/educational-outcomes-of-children-with-english-as-an-additional-language/.
- Hwang, J.K., J.F. Lawrence, E. Mo and C. Snow. 2015. Differential effects of a systematic vocabulary intervention on adolescent language minority students with varying levels of English proficiency. International Journal of Bilingualism 19, no. 3. https://escholarship.org/uc/item/5wh435nv. doi: 10.1177/1367006914521698
- Leacox, L. and C.W. Jackson. 2014. Spanish vocabulary-bridging technology-enhanced instruction for young English language learners’ word learning. Journal of Early Childhood Literacy 14, no. 2: 175–97. DOI:10.1177/1468798412458518.
- Lesaux, N.K., M.J. Kieffer, J.G. Kelley and J.R. Harris. 2014. Effects of academic vocabulary instruction for linguistically diverse adolescents: evidence from a randomized field trial. American Educational Research Journal 51, no. 6: 1159–94. DOI:10.3102/0002831214532165.
- Maerten-Rivera, J., S. Ahn, K. Lanier, J. Diaz and O. Lee. 2016. Effect of a multiyear intervention on science achievement of all students including English language learners. The Elementary School Journal 116, no. 4: 600–24. DOI:10.1086/686250.
- Mahon, M. and A. Crutchley. 2006. Performance of typically-developing school-age children with English as an additional language on the British Picture vocabulary Scales II. Child Language Teaching and Therapy 22, no. 3: 333–51. DOI:10.1191/0265659006ct311xx.
- Marshall, C.R. and A. Hobsbaum. 2015. Sign-supported English: is it effective at teaching vocabulary to young children with English as an additional language? International Journal of Language and Communication Disorders 50, no. 5: 616–28. DOI:10.1111/1460-6984.12161.
- Matuchniak, T., C.B. Olson and R. Scarcella. 2014. Examining the text-based, on-demand, analytical writing of mainstreamed Latino English learners in a randomized field trial of the Pathway Project intervention. Reading and Writing 27, no. 6: 973–94. DOI:10.1007/s11145-013-9490-z.
- Moher, D., A. Liberati, J. Tetzlaff and D. G. Altman. 2009. Preferred reporting items for systematic reviews and meta-analyses: The PRISMA statement. PLoS Medicine 6, no. 7. DOI:10.1371/journal.pmed.1000097.
- Murphy, V. and A. Unthiah. 2015. A systematic review of intervention research examining english language and literacy development in children with English as an additional language (EAL). http://www.naldic.org.uk/Resources/NALDIC/Research and Information/Documents/eal-systematic-review-prof-v-murphy.pdf.
- National Association for Language Development in the Curriculum (NALDIC). 2009. The national audit of English as an additional language training and development provision. https://www.naldic.org.uk/Resources/NALDIC/Home/Documents/audit_englishasanatlanguage.pdf.
- O’Brien, L.M., J.R. Paratore, C.M. Leighton, C.M. Cassano, B. Krol-Sinclair and J. Greif Green. 2014. Examining differential effects of a family literacy program on language and literacy growth of English language learners with varying vocabularies. Journal of Literacy Research 46, no. 3: 383–415. DOI:10.1177/1086296X14552180.
- Olson, C.B., T. Matuchniak, H.Q. Chung, R. Stumpf and G. Farkas. 2017. Reducing achievement gaps in academic writing for Latinos and English learners in grades 7–12. Journal of Educational Psychology 109, no. 1: 1–21. DOI:10.1037/edu0000095.
- Park, Y. and M. Warschauer. 2016. Syntactic enhancement and second language literacy: an experimental study. Language Learning and Technology 20, no. 3: 180–99. http://llt.msu.edu/issues/october2016/parkwarschauer.pdf.
- Pye, J., R. Stobart, L. Lindley and I. Mori. 2016. Newly qualified teachers: annual survey 2016. https://assets.publishing.service.gov.uk/government/uploads/system/uploads/attachment_data/file/570147/NQT2016_National_Survey_FINAL.pdf.
- Reeder, K., J. Shapiro, J. Wakefield and R. D’Silva. 2015. Speech recognition software contributes to reading development for young learners of English. International Journal of Computer-Assisted Language Learning and Teaching 5, no. 3: 60–74. DOI:10.4018/IJCALLT.2015070104.
- Safford, K. and R. Drury. 2013. The ‘problem’ of bilingual children in educational settings: policy and research in England. Language and Education 27, no. 1: 70–81. DOI:10.1080/09500782.2012.685177.
- Schechter, R., P. Macaruso, E.R. Kazakoff and E. Brooke. 2015. Exploration of a blended learning approach to reading instruction for low SES students in early elementary grades. Computers in the Schools 32, no. 3–4: 183–200. DOI:10.1080/07380569.2015.1100652.
- Snow, M., Z.R. Eslami and J.H. and Park. 2015. Latino English language learners’ writing during literacy-enriched block play. Reading Psychology 36, no. 8: 741–84. DOI:10.1080/02702711.2015.1055872.
- Steiner, L.M. 2014. A family literacy intervention to support parents in children’s early literacy learning. Reading Psychology 35, no. 8: 703–35. DOI:10.1080/02702711.2013.801215.
- Strand, S., L. Malmberg and J. Hall. 2015. English as an Additional Language (EAL) and educational achievement in England: an analysis of the National Pupil Database. https://ore.exeter.ac.uk/repository/bitstream/handle/10871/23323/EAL_and_educational_achievement2.pdf?sequence=1.
- Tong, F., B.J. Irby, R. Lara-Alecio and J. Koch. 2014. Integrating literacy and science for English language learners: from learning-to-read to reading-to-learn. The Journal of Educational Research 107, no. 5: 410–26. DOI:10.1080/00220671.2013.833072.
- Trainin, G., H.E. Hayden, K. Wilson and J. Erickson. 2016. Examining the impact of QuickReads’ technology and print formats on fluency, comprehension, and vocabulary development for elementary students. Journal of Research on Educational Effectiveness 9: 93–116. DOI:10.1080/19345747.2016.1164778.
- Vadasy, P.F. and E.A. Sanders. 2015. Incremental learning of difficult words in story contexts: the role of spelling and pronouncing new vocabulary. Reading and Writing 28, no. 3: 371–94. DOI:10.1007/s11145-014-9529-9.
- Vadasy, P.F., E.A. Sanders and J.R. Nelson. 2015. Effectiveness of supplemental kindergarten vocabulary instruction for English learners: a randomized study of immediate and longer-term effects of two approaches. Journal of Research on Educational Effectiveness 8, no. 4: 490–529. DOI:10.1080/19345747.2015.1033120.
- Van Staden, A. 2016. Reading in a second language: considering the ‘simple view of reading’ as a foundation to support ESL readers in Lesotho. Southern Africa. Per Linguam 32, no. 1: 21–40. DOI:10.5785/32-1-661.
- Vaughn, S., L.R. Martinez, J. Wanzek, G. Roberts, E. Swanson and A-M. Fall. 2017. Improving content knowledge and comprehension for English language learners: findings from a randomized control trial. Journal of Educational Psychology 109, no. 1: 22–34. http://psycnet.apa.org/buy/2016-22435-001. doi: 10.1037/edu0000069