Academic Language Instruction for Students in Grades 4 Through 8: A Literature Synthesis

References

• August, D., Branum-Martin, L., Cardenas-Hagan, E., & Francis, D. J. (2009). The impact of an instructional intervention on the science and language learning of middle grade English language learners. Journal of Research on Educational Effectiveness, 2(4), 345–376. doi:10.1080/19345740903217623
   Google Scholar
• August, D., & Shanahan, T. (2006). Developing literacy in second language learners: Report of the national literacy panel on language-minority children and youth. Mahwah, NJ: Erlbaum.
   Google Scholar
• Baker, S., Lesaux, N., Jayanthi, M., Dimino, J., Proctor, C. P., Morris, J., … Newman-Gonchar, R. (2014). Teaching academic content and literacy to English learners in elementary and middle school (NCEE 2014-4012). Washington, DC: National Center for Education Evaluation and Regional Assistance (NCEE), Institute of Education Sciences, U.S. Department of Education. Retrieved from the NCEE website: http://ies.ed.gov/ncee/wwc/publications_reviews.aspx
   Google Scholar
• Berninger, V. W., & May, M. O. (2011). Evidence-based diagnosis and treatment for specific learning disabilities involving impairments in written and/or oral language. Journal of Learning Disabilities, 44(2), 167–183. doi:10.1177/0022219410391189
   PubMed Web of Science ®Google Scholar
• Bialystok, E. (2005). Consequences of bilingualism for cognitive development. In J. Kroll (Ed.), Handbook of bilingualism: Psycholinguistic approaches. New York: Oxford University Press.
   Google Scholar
• Bravo, M. A., & Cervetti, G. N. (2014). Attending to the language and literacy needs of english learners in science. Equity and Excellence in Education, 47(2), 230–245. doi:10.1080/10665684.2014.900418
   Google Scholar
• Brown, B. A., Ryoo, K., & Rodriguez, J. (2010). Pathway Towards Fluency: Using “disaggregate instruction” to promote science literacy. International Journal of Science Education, 32(11), 1465–1493. doi:10.1080/09500690903117921
   Web of Science ®Google Scholar
• Cain, K., & Oakhill, J. (2006). Profiles of children with specific reading comprehension difficulties. British Journal of Educational Psychology, 76(4), 683–696. doi:10.1348/000709905X67610
   PubMed Web of Science ®Google Scholar
• Carlo, M. S., August, D., McLaughlin, B., Snow, C. E., Dressler, C., Lippman, D. N., … White, C. E. (2004). Closing the gap: Addressing the vocabulary needs of English-language learners in bilingual and mainstream classrooms. Reading Research Quarterly, 39(2), 188–215. doi:10.1598/RRQ.39.2.3
   Web of Science ®Google Scholar
• Carnegie Council on Advancing Adolescent Literacy. (2010). Time to act: An agenda for advancing adolescent literacy for college and career success. New York, NY: Carnegie Corporation of New York.
   Google Scholar
• Catts, H. W., Adolf, S. M., & Weismer, S. E. (2006). Language deficits in poor comprehenders: A case for the simple view of reading. Journal of Speech, Language, and Hearing Research, 49(2), 278–293. doi:10.1044/1092-4388
   PubMed Web of Science ®Google Scholar
• Cho, S., Yang, J., & Mandracchia, M. (2015). Effects of M3 curriculum on mathematics and english proficiency achievement of mathematically promising English language learners. Journal of Advanced Academics, 26(2), 112–142. doi:10.1177/1932202X15577205
   Web of Science ®Google Scholar
• Coxhead, A. (2000). A new academic word list. TESOL Quarterly, 34, 213–238. doi:10.2307/3587951
   Web of Science ®Google Scholar
• Edmonds, M. S., Vaughn, S., Wexler, J., Reutebuch, C., Cable, A., Tackett, K. K., & Schnakenberg, J. W. (2009). A synthesis of reading interventions and effects on reading comprehension outcomes for older struggling readers. Review of Educational Research, 79(1), 262–300. doi:10.3102/0034654308325998
   PubMed Web of Science ®Google Scholar
• Englert, C. S., & Dunsmore, K. (2004). The role of dialogue in constructing effective literacy settings for students with language and learning disabilities. In E. R. Silliman & L. C. Wilkinson (Eds.), Language and literacy learning in schools (pp. 201–237). New York: Guilford.
   Google Scholar
• Foorman, B. R., Koon, S., Petscher, Y., Mitchell, A., & Truckenmiller, A. (2015). Examining general and specific factors in the dimensionality of oral language and reading in 4th–10th Grades. Journal of Educational Psychology, 107(3), 884–899. doi:10.1037/edu0000026
   PubMed Web of Science ®Google Scholar
• Foorman, B. R., Petscher, Y., & Herrera, S. (2018). Unique and common effects of decoding and language factors in predicting reading comprehension in grades 1–10. Learning and Individual Differences, 63 (April), 12–23. doi:10.1016/j.lindif.2018.02.011
   Web of Science ®Google Scholar
• Foorman, B. R., Petscher, Y., Stanley, C., & Truckenmiller, A. (2017). Latent profiles of reading and language and their association with standardized reading outcomes in kindergarten through tenth grade. Intervention, Evaluation, and Policy Studies, 10(3), 619–645. doi:10.1080/19345747.2016.1237597
   Google Scholar
• Francis, D. J., & Vaughn, S. (2009). Effective practices for English language learners in the middle grades: Introduction to the special issue of Journal of Research on Educational Effectiveness. Journal of Research on Educational Effectiveness, 2(4), 289–296. doi:10.1080/19345740903217664
   Google Scholar
• Gersten, R., Baker, S.K., Shanahan, T., Linan-Thompson, S., Collins, P., & Scarcella, R. (2007). Effective literacy and English language instruction for English learners in the elementary grades: A practice guide (NCEE 2007-4011). Washington, DC: National Center for Education Evaluation and Regional Assistance, Institute of Education Sciences, U.S. Department of Education. Retrieved from http://ies.ed.gov/ncee/wwc/publications/practiceguides
   Google Scholar
• Geva, E., & Farnia, F. (2012). Developmental changes in the nature of language proficiency and reading fluency paint a more complex view of reading comprehension in ELL and EL1. Reading and Writing, 25(8), 1819–1845. doi:10.1007/s11145-011-9333-8
   Web of Science ®Google Scholar
• Goodwin, A. P. (2016). Effectiveness of word solving: Integrating morphological problem-solving within comprehension instruction for middle school students. Reading and Writing, 29(1), 91–116. doi:10.1007/s11145-015-9581-0
   Web of Science ®Google Scholar
• Goodwin, A., & Ahn, S. (2013). A meta-analysis of morphological interventions in English: Effects on literacy outcomes for school-age children. Scientific Studies of Reading, 17(4), 257–285. doi:10.1080/10888438.2012.689791
   Web of Science ®Google Scholar
• Gough, P. B., & Tunmer, W. E. (1986). Decoding, reading, and reading disability. Remedial and Special Education, 7, 6–10. doi:10.1177/074193258600700104
   Google Scholar
• Graesser, A. C., McNamara, D. S., & Kulikowich, J. M. (2011). Coh-Metrix: Providing multilevel analyses of text characteristics. Educational Researcher, 40(5), 223–234. doi:10.3102/0013189X11413260
   Web of Science ®Google Scholar
• Graham, S., & Hebert, M. (2011). Writing to read: A meta-analysis of the impact of writing and writing instruction on reading. Harvard Educational Review, 81(4), 710–744. doi:10.17763/haer.81.4.t2k0m13756113566
   Web of Science ®Google Scholar
• Graham, S., & Perin, D. (2007). Writing next: Effective strategies to improve writing of adolescent middle and high school. Washington, DC: Alliance for Excellence in Education.
   Google Scholar
• Hall, C., Roberts, G. J., Cho, E., McCulley, L. V., Carroll, M., & Vaughn, S. (2016). Reading instruction for English learners in the middle grades: A meta-Analysis. Educational Psychology Review, 29(4), 1–32. doi:10.1007/s10648-016-9372-4
   Web of Science ®Google Scholar
• Hamilton, L., Halverson, R., Jackson, S., Mandinach, E., Supovitz, J., & Wayman, J. (2009). Using student achievement data to support instructional decision making (NCEE 2009-4067). Washington, DC: National Center for Education Evaluation and Regional Assistance, Institute of Education Sciences, U.S. Department of Education. Retrieved from http://ies.ed.gov/ncee/wwc/publications/practiceguides/
   Google Scholar
• Herrera, S., Truckenmiller, A. J., & Foorman, B. R. (2016). Summary of 20 years of research on the effectiveness of adolescent literacy programs and practices (REL 2016–178). Washington, DC: U.S. Department of Education, Institute of Education Sciences, National Center for Education Evaluation and Regional Assistance, Regional Educational Laboratory Southeast.
   Google Scholar
• Hoover, W. A., & Gough, P. B. (1990). The simple view of reading. Reading and Writing, 2, 127–160. doi:10.1007/BF00401799
   Web of Science ®Google Scholar
• Kamil, M. L., Borman, G. D., Dole, J., Kral, C. C., Salinger, T., & Torgesen, J. (2008). Improving adolescent literacy: Effective classroom and intervention practices: A Practice Guide (NCEE #2008-4027). Washington, DC: National Center for Education Evaluation and Regional Assistance, Institute of Education Sciences, U.S. Department of Education. Retrieved from http://ies.ed.gov/ncee/wwc
   Google Scholar
• Kieffer, M. J. (2010). Socioeconomic status, English proficiency, and late-emerging reading difficulties. Educational Researcher, 39(6), 484–486. doi:10.3102/0013189X10378400
   Web of Science ®Google Scholar
• Kieffer, M. J., & Lesaux, N. K. (2012). Direct and indirect roles of morphological awareness in the English reading comprehension of native English, Spanish, Filipino, and Vietnamese speakers. Language Learning, 62(4), 1170–1204. doi:10.1111/j.1467-9922.2012.00722.x
   Web of Science ®Google Scholar
• Kieffer, M. J., Petscher, Y., Proctor, C. P., & Silverman, R. D. (2016). Is the whole greater than the sum of its parts? Modeling the contributions of language comprehension skills to reading comprehension in the upper elementary grades. Scientific Studies of Reading, 20(6), 436–454. doi:10.1080/10888438.2016.1214591
   Web of Science ®Google Scholar
• Kim, J. S., Olson, C. B., Scarcella, R., Kramer, J., Pearson, M., van Dyk, D., … Land, R. E. (2011). A randomized experiment of a cognitive strategies approach to text-based analytical writing for mainstreamed Latino English language learners in grades 6 to 12. Journal of Research on Educational Effectiveness, 4(3), 231–263. doi:10.1080/19345747.2010.523513
   Web of Science ®Google Scholar
• Lawrence, J. F., Crosson, A. C., Para-Blagoev, E. J. & Snow, C. E. (2015). Word generation randomized trial: Discussion mediates the impact of program treatment on academic word learning. American Educational Research Journal, 52(4), 750–786. doi:10.3102/0002831215579485
   Web of Science ®Google Scholar
• Lawrence, J., & Snow, C. (2010). Oral discourse and reading comprehension. In M. Kamil, D. Pearson, E. Moje, P. Aflerback, & P. Mosenthal (Eds.), Handbook of reading research, Vol. IV (pp. 320–338). London: Routledge.
   Google Scholar
• Lesaux, N. K., Kieffer, M. J., Faller, S. E., & Kelley, J. G. (2010). The effectiveness and ease of implementation of an academic vocabulary intervention for linguistically diverse students in urban middle schools. Reading Research Quarterly, 45(2), 196–228. doi:10.1598/RRQ.45.2.3
   Google Scholar
• Lesaux, N. K., Kieffer, M. J., Kelley, J. G., & Harris, J. R. (2014). Effects of academic vocabulary instruction for linguistically diverse adolescents: Evidence from a randomized field trial. American Educational Research Journal, 51(6), 1159–1194. doi:10.3102/0002831214532165
   Web of Science ®Google Scholar
• MacArthur, C. A., Graham, S., Schwartz, S. S., & Schafer, W. D. (1995). Evaluation of a writing instruction model that integrated a process approach, strategy instruction, and word processing. Learning Disability Quarterly, 18(4), 278–291. doi:10.2307/1511234
   Web of Science ®Google Scholar
• Maerten-Rivera, J., Myers, N., Lee, O., & Penfield, R. (2010). Student and school predictors of high-stakes assessment in science. Science Education, 94(6), 937–962. doi:10.1002/sce.20408
   Web of Science ®Google Scholar
• Mancilla-Martinez, J., & Lesaux, N. K. (2010). Predictors of reading comprehension for struggling readers: The case of Spanish-speaking language minority learners. Journal of Educational Psychology, 102(3), 701–711. doi:10.1037/a0019135
   PubMed Web of Science ®Google Scholar
• Mehta, P. D., Foorman, B. R., Branum-Martin, L., & Taylor, W. P. (2005). Literacy as a unidimensional multilevel construct: validation, sources of influence, and implications in a longitudinal study in grades 1 to 4. Scientific Studies of Reading, 9, 85–116. doi:10.1207/s1532799xssr0902_1
   Web of Science ®Google Scholar
• Nagy, W., & Townsend, D. (2012). Words as tools: Learning academic vocabulary as language acquisition. Reading Research Quarterly, 47(1), 91–108. doi:10.1002/RRQ.011
   Web of Science ®Google Scholar
• National Governors Association Center for Best Practices & Council of Chief State School Officers. (2010). Common core state standards: English language arts. Washington, DC: Authors.
   Google Scholar
• National Reading Panel. (2000). Report of the National Reading Panel: Teaching children to read: An evidence-based assessment of the scientific research literature on reading and its implications for reading instruction: Reports of the subgroups. Rockville, MD: NICHD Clearinghouse.
   Google Scholar
• Pilgreen, J. (2006). Supporting English learners: Developing academic language in the content area classroom. In A. Terrel & N. L.Hadaway (Eds.), Supporting the literacy development of English learners. Newark, DE: International Reading Association.
   Google Scholar
• Pyle, D., Pyle, N., Lignugaris, B., Duran, L., & Akers, J. (2017). Academic effects of peer-mediated interventions with English language learners: A research synthesis. Review of Educational Research, 87(1), 103–133. doi:10.3102/0034654316653663
   Web of Science ®Google Scholar
• Reed, D., Petscher, Y., & Truckenmiller, A. J. (2017). The contribution of general reading ability to science achievement. Reading Research Quarterly, 52(2), 253–266. doi:10.1002/rrq.158
   Web of Science ®Google Scholar
• Richards-Tutor, C., Baker, D. L., Gersten, R., Baker, S. K., & Smith, J. M. (2016). The effectiveness of reading interventions for English learners: A research synthesis. Exceptional Children, 82(2), 144–169. doi:10.1177/0014402915585483
   Web of Science ®Google Scholar
• Scammacca, N. K., Roberts, G. J., Cho, E., Williams, K. J., Roberts, G., Vaughn, S. R., & Carroll, M. (2016). A century of progress: Reading interventions for students in grades 4-12, 1914-2014. Review of Educational Research, 86(3), 756–800. doi:10.3102/0034654316652942
   PubMed Web of Science ®Google Scholar
• Scammacca, N., Roberts, G., Vaughn, S., Edmonds, M. S., Wexler, J., Reutebuch, C. K., & Torgesen, J. K. (2007). Interventions for adolescent struggling readers: A meta-analysis with implications for practice. Portsmouth, NH: RMC Research Corporation. Retrieved from http://www.centeroninstruction.org/resources.cfm?category=reading&subcategory=&Grade_start=&Grade_end= Google Scholar
   Google Scholar
• Scammacca, N. K., Roberts, G., Vaughn, S., & Stuebing, K. K. (2015). A meta-analysis of interventions for struggling readers in grades 4–12: 1980–2011. Journal of Learning Disabilities, 48(4), 369–390. doi:10.1177/0022219413504995
   PubMed Web of Science ®Google Scholar
• Schleppegrell, M. J. (2001). Linguistic features of the language of schooling. Linguistics and Education, 14(4), 431–459. doi:10.1016/S0898-5898(01)00073-0
   Google Scholar
• Schleppegrell, M. J., Achugar, M., & Oteiza, T. (2004). The grammar of history: Enhancing content-based instruction through a functional focus on language. TESOL Quarterly, 38(1), 67–93. doi:10.2307/3588259
   Web of Science ®Google Scholar
• Snow, C. E. (2010). Academic Language and the Challenge of Reading for Learning About Science. Science, 328(5977), 450–452. doi:10.1126/science.1182597
   PubMed Web of Science ®Google Scholar
• Snow, C. E., & Uccelli, P. (2009). The challenge of academic language. In D. R. Olson & N. Torrance (Eds.), The Cambridge Handbook of Literacy (pp. 112–133). New York: Cambridge University Press. doi:10.1017/cbo9780511609664.008
   Google Scholar
• Snyder, E., Witmer, S. E., & Schmitt, H. (2017). English language learners and reading instruction: A review of the literature. Preventing School Failure: Alternative Education for Children and Youth, 61(2), 136–145. doi:10.1080/1045988X.2016.1219301
   Web of Science ®Google Scholar
• Téllez K., Waxman H. C. (2006). Preparing quality educators for English language learners: Research, policies, and practices. Mahwah, NJ: Lawrence Erlbaum.
   Google Scholar
• Tomblin, J. B., & Zhang, X. (2006). The dimensionality of language ability in school-age children. Journal of Speech, Language, and Hearing Research, 49(6), 1193–1208. doi:10.1044/1092-4388
   PubMed Web of Science ®Google Scholar
• Troia, G. A., & Graham, S. (2002). The effectiveness of a highly explicit, teacher-directed strategy instruction routine: Changing the writing performance of students with learning disabilities. Journal of Learning Disabilities, 35(4), 290–305. doi:10.1177/00222194020350040101
   PubMed Web of Science ®Google Scholar
• Uccelli, P., Galloway, E. P., Barr, C. D., Meneses, A., & Dobbs, C. L. (2015). Beyond vocabulary: Exploring cross-disciplinary academic-language proficiency and its association with reading comprehension. Reading Research Quarterly, 50(3), 337–356. doi:10.1002/rrq.104
   Web of Science ®Google Scholar
• Wanzek, J., Kent, S. C., Vaughn, S., Swanson, E. A., Roberts, G., & Haynes, M. (2015). Implementing team-based learning in middle school social studies classes. The Journal of Educational Research, 108(4), 331–344. doi:10.1080/00220671.2014.893224
   Web of Science ®Google Scholar
• Wanzek, J., Wexler, J., Vaughn, S., & Ciullo, S. (2010). Reading interventions for struggling readers in the upper elementary grades: a synthesis of 20 years of research. Reading and Writing, 23(8), 889–912. doi:10.1007/s11145-009-9179-5
   PubMed Web of Science ®Google Scholar
• Wright, T. S., & Cervetti, G. N. (2017). A systematic review of the research on vocabulary instruction that impacts text comprehension. Reading Research Quarterly, 52(2), 203–226. doi:10.1002/rrq.163
   Web of Science ®Google Scholar
• U.S. Department of Education, Institute of Education Sciences, What Works Clearinghouse. (n.d.). Study Review Guide for Experimental Studies. Retrieved from https://ies.ed.gov/ncee/wwc/StudyReviewGuide
   Google Scholar
• U.S. Department of Education, Institute of Education Sciences, What Works Clearinghouse. (2013). English language learners evidence review protocol version 2.2. Washington, DC: Author. https://ies.ed.gov/ncee/wwc/Document/22
   Google Scholar
• U.S. Department of Education, Institute of Education Sciences, What Works Clearinghouse. (2017a). Data from individual studies. Washington, DC: Author. Retrieved from Retrieved from https://ies.ed.gov/ncee/wwc/StudyFindings
   Google Scholar
• U.S. Department of Education, Institute of Education Sciences, What Works Clearinghouse. (2017b). What Works Clearinghouse procedures handbook version 4.0. Washington, DC: Author. https://eric.ed.gov/?q=Procedures+and+Standards+Handbook.+Version+4.0&id=ED577036
   Google Scholar
• U.S. Department of Education, Institute of Education Sciences, What Works Clearinghouse. (2017c). What Works Clearinghouse standards handbook version 4.0. Washington, DC: Author. https://eric.ed.gov/?q=Procedures+and+Standards+Handbook.+Version+4.0&id=ED577036
   Google Scholar
• Valdés, G., Bunch, G. C., Snow, C. E., & Lee, C. (2005). Enhancing the development of students’ language(s). In Darling-Hammond L., Bransford J., LePage P., Hammerness K. & Duffy H. (Eds.), Preparing teachers for a changing world: What teachers should learn and be able to do (pp. 126–168). San Francisco, CA: Jossey-Bass.
   Google Scholar
• Varble, M. E. (1990). Analysis of writing samples of students taught by teachers using whole language and traditional approaches. The Journal of Educational Research, 83(5), 245–251. doi:10.1080/00220671.1990.10885965
   Web of Science ®Google Scholar
• Vaughn, S., Martinez, L. R., Linan-Thompson, S., Reutebuch, C. K., Carlson, C. D., & Francis, D. J. (2009). Enhancing social studies vocabulary and comprehension for seventh-grade English language learners: Findings from two experimental studies. Journal of Research on Educational Effectiveness, 2(4), 297–324. doi:10.1080/19345740903167018
   Google Scholar
• Vaughn, S., Martinez, L. R., Wanzek, J., Roberts, G., Swanson, E., & Fall, A.-M. (2017). Improving content knowledge and comprehension for English language learners: Findings from a randomized control trial. Journal of Educational Psychology, 109(1), 22–34. doi:10.1037/edu0000069
   Web of Science ®Google Scholar
• Vaughn, S., Roberts, G., Swanson, E. A., Wanzek, J., Fall, A.-M., & Stillman-Spisak, S. J. (2015). Improving middle-school students’ knowledge and comprehension in social studies: A replication. Educational Psychology Review, 27(1), 31–50. doi:10.1007/s10648-014-9274-2
   Web of Science ®Google Scholar
• Vaughn, S., Swanson, E. A., Roberts, G., Wanzek, J., Stillman-Spisak, S., Solis, M., & Simmons D. (2013). Improving reading comprehension and social studies knowledge in middle school. Reading Research Quarterly, 48(1), 77–93. doi:10.1002/rrq.039
   Web of Science ®Google Scholar