Population Validity in Research on Multilingual Learners: A Bibliography
Jill Kerper Mora, Ed.D.
San Diego State University
Artiles, A. J., Rueda, R., Salazar, J. J., & Higareda, I. (2005). Within-group diversity in minority disproportionate representation: English language learners in urban school districts. Exceptional Children, 71(3), 283-300.
Bailey, A. L., & Carroll, P. E. (2015). Assessment of English language learners in the era of new academic content standards. Review of Research in Education, 39, 253-294.
Moore, B. A., & Klinger, J. K. (2014). Considering the needs of English Language Learner populations: An examination of the population validity of reading intervention research. Journal of Learning Disabilities, 47(5), 391-408.
Neugebauer, S. R., & Howard, E. J. (2021). Exploring conceptions of reading risk and program-specific literacy outcomes for Spanish speakers in dual language and English-medium programs. Journal of Immersion and Content-Based Language Education, 9(2), 252-278.
Newell, K. W., Coddling, R. S., & Fortune, T. W. (2020). Oral reading fluency as a screening tool with English learners: A systematic review. Psychology in the Schools, 57, 1208-1239.
Ortiz, A. A., Robertson, P. M., & Wilkinson, C. Y. (2018). Language and literacy assessment record for English Learners in bilingual education: A framework for instructional planning and decision-making. Preventing School Failure: Alternative Education for Children and Youth, 62(4), 250-265.
Palacios, N., & Kibler, A. (2016). Oral English language proficiency and reading mastery: The role of home language and school supports. The Journal of Educational Research, 109(2), 122-136.
Proctor, C. P., Harring, J. R., & Silverman, R. D. (2017). Linguistic interdependence between Spanish language and English language and reading: A longitudinal exploration from second through fifth grade. Bilingual Research Journal, 40(4), 372-391.
Relyea, J. E., & Amendum, S. J. (2020). English reading growth in Spanish-speaking bilingual students: Moderating effect of English proficiency on cross-linguistic influence. Child Development, 91(4), 1150-1165.
Sireci, S. G., & Fualkner-Bond, M. (2015). Promoting validity in the assessment of English Learners. Review of Research in Education, 39(March), 215-252.
Stone, R., de Hoop, T., Coombes, A., & Nakamura, P. (2019). What works to improve early grade literacy in Latin America and the Caribbean? A systematic review and meta-analysis. Campbell Systematic Reviews Issue. John. Wiley & Sons. LTD.
Thompson, K. D. (2017). English learners’ time to reclassification: An analysis. Educational Policy, 31(3), 330-363.
Umansky, I. M., & Reardon, S. (2014). Reclassification patterns among Latino English learner students in bilingual, dual immersion, and English immersion classrooms. American Education Research Journal, 51(5), 879-912.