Purpose To assess the identification accuracy of dynamic assessment (DA) of narrative
ability in English for children learning English as a 2nd language. Method A DA task was …

This article presents findings from an intervention across sixth and seventh grades to teach
academic words to middle school students. The goals included investigating a progression …

In this article we compare and contrast two frameworks for assessment that appear to share
the same language yet produce very different approaches and outcomes: response to …

Purpose Bilingual children are often diagnosed with language impairment, although they
may simply have fewer opportunities to learn English than English-speaking monolingual …

Children learning two languages (Dual Language Learners; DLLs) represent a rapidly
growing population in the United States. DLLs are disproportionately more likely to live in …

Early language competence is a reliable and powerful predictor of children's success in
school, and word gaps linked to socioeconomic status disparities have cascading effects on …

The present study investigated the effects of 2 forms of text‐based second language (L2)
vocabulary glosses, namely dynamic and nondynamic glosses on EFL learners' vocabulary …

Many people with severe disabilities face difficulties communicating with their
communication partners and rely primarily on prelinguistic communication. It is accepted that …

This study investigated how middle school students leverage information about bound Latin
roots (eg, voc in advocate and vociferous) to infer meanings of unfamiliar words, and how …

In recent years, response to intervention (RTI) has been the focus of research, debate and
educational implementations, especially regarding early reading instruction. RTI provides an …