Table of Contents
Foreword
Preface
Chapter 1. An Introduction to Second Language Acquisition: The Role of Academic English across the Content Areas
(Doris Luft Baker, Deni Lee Basaraba, and Cara Richards-Tutor, Department of Teaching & Learning, Southern Methodist University, Dallas, TX, US)
Chapter 2. Different Patterns of Reading Growth Trajectories among Adolescent Dual Language Learners and English-Only Students
(Jin Kyoung Hwang and Joshua F. Lawrence, School of Education, University of California, Irvine, Irvine, CA, US, and others)
Chapter 3. A Review of the Measurement of Early Dual Language and Literacy Growth in Spanish-English Bilinguals
(Lillian Durán, and Alisha Wackerle-Hollman, College of Education & Human Development, University of Oregon, Minneapolis, MN, US, and others)
Chapter 4. Spanish and English Skills and Practices that Support Bilingual Students’ Literacy Achievement: Lessons from Innovative Assessments and Participants’ Voices
(Paola Uccelli and Gladys Aguilar, Harvard Graduate School of Education, Cambridge, MA, US)
Chapter 5. Helping English Learners Navigate the Challenges of Academic Writing
(Carol Booth Olson, Vicky Chen, Jenell Krishnan and Jane S. Nazzal, School of Education, University of California Irvine, Irvine, CA, US)
Chapter 6. Exploring the Distribution of EL Vocabulary Instructional Supports in a Core Reading Program during Pre-, During- and Post-Reading Instruction
(Susan R. Massey, Alain Bengochea, Irina Malova and Mary A. Avalos, School of Leadership, Education & Communications, St. Thomas University, Miami, FL, US, and others)
Chapter 7. The Importance of Mathematical Language in Early Numeracy Development: Implications for Dual Language Learners
(David J. Purpura, Jorge Gonzalez, Jorge Gonzalez, Francisco Usero-Gonzalez and Melody Kung, Purdue University, West Lafayette, IN, US, and others)
Chapter 8. English Learners and Mathematical Word Problem Solving: A Systematic Review
(Virginia Clinton, Deni Lee Basaraba and Candace Walkington, Department of Educational Foundations and Research, University of North Dakota, Grand Forks, ND, US)
Chapter 9. Perspectives from Research on the Linguistic Features of Mathematics and Science Test Items and the Performance of English Learners
(Tracy Noble, Rachel R. Kachchaf, and Ann S. Rosebery, TERC, Cambridge, MA US, and others)
Chapter 10. Facilitating Participation: Supporting English Learners in Science Classrooms
(Karla del Rosal, Department of Teaching & Learning, Southern Methodist University, Dallas, TX, US)
Chapter 11. Enhancing Reading and Critical Thinking Skills for English Learners in Social Studies: Findings from Three Experimental Studies
(Colleen K. Reutebuch, Sharon Vaughn and Leticia R. Martinez, The Meadows Center for Preventing Educational Risk, University of Texas at Austin, Austin, TX, US)
Chapter 12. Linking Theory to Practice: Review of Empirical Studies on the Effects of Second Language Acquisition Instructional Strategies and Interventions on Content Area Outcomes
(Doris Luft Baker, Deni Lee Basaraba, Paul Polanco, and Anthony Sparks, Department of Teaching and Learning, Simmons School of Education and Human Development, Southern Methodist University, Dallas, TX, US, and others)
About the Authors
About the Editors
Index