Rafael Lara-Alecio

TL;DR: First-language instruction did not impede the learning of a second language, and enhancements and best practices are needed to accelerate oral English acquisition to remove the initial disadvantage of low levels of English proficiency.

TL;DR: This article examined the effect of a quasi-experimental project on fifth grade English learners' achievement in state-mandated standards-based science and English reading assessment and found a significant and positive intervention effect in favor of the treatment students as reflected in higher performance in districtwide curriculum-based tests of science and reading.

TL;DR: The results of the study reveal common benchmarks and quality indicators that all parties deem important in designing, implementing, and evaluating distance education courses and programs.

TL;DR: The authors examined the impact of two subsequent, longitudinal interdisciplinary interventions for 58 Hispanic English language learners (ELLs): (a) Grade 5 science with English language/reading embedded (i.e., science intervention) and (b) K-3 English language and reading with science embedded (e.g., language/read intervention).

TL;DR: This paper investigated 196 Hispanic English learners' responses to an English instructional intervention from kindergarten to second grade and found that the intervention effect was positive and significant, reflecting a range of phonological awareness, oral language skills, and decoding and reading proficiency.