The language in recent education policy equates academic achievement with reading proficiency for English language learners (ELLs). In response to federal and state accountability efforts focused on reading, California high schools began to substitute reading intervention programs for English language development (ELD) curricula and instruction. This study compared the effect of a reading inter...

On average, children from low socioeconomic status (SES) homes and children from homes in which a language other than English is spoken have language development trajectories that are different from those of children from middle-class, monolingual English-speaking homes. Children from low-SES and language minority homes have unique linguistic strengths, but many reach school age with lower leve...

Ability grouping is sometimes thought to exacerbate inequality by increasing achievement gaps; however, ability grouping may in fact benefit a fast growing and often marginalized student population: children from non-English-speaking home environments. The level-appropriate, small-group instruction received in reading ability groups may be particularly beneficial to these language-minority chil...

     The objective of the present study was to identify and examine the influence of instructional tools, namely, games, songs and stories on young Iranian EFL learners’ achievement utilizing a quantitative design. To conduct the study 65 Iranian EFL learners, divided into an experimental group and a control group, learning English at Navid English Institute, Shiraz, Iran, participated in the s...

With Grey relational analysis (GRA), the paper examined the sensitivity of eight variables influencing test performance at branch level. The eight variables involved included language proficiency, test anxiety, self-esteem, achievement motivation, achievement goal, English proficiency test anxiety (EPTA), state anxiety and trait anxiety. Results showed that: (a) Besides language proficiency, mo...