BakerS.LesauxN.JayanthiM.DiminoJ.ProctorC. P.MorrisJ.Newman-GoncharR. (2014). Teaching academic content and literacy to English learners in elementary and middle school (NCEE 2014-4012). Washington, DC: National Center for Education Evaluation and Regional Assistance.
2.
BeckI.McKeownM.KucanL. (2008). Creating robust vocabulary: Frequently asked questions and extended examples. New York, NY: Guilford.
3.
BeckI.McKeownM.KucanL. (2013). Bringing words to life: Robust vocabulary instruction. New York, NY: Guilford Press.
4.
CalderónM.AugustD.SlavinR.DuranD.MaddenN.CheungA. (2005). Bringing words to life in classrooms with English-language learners. In HiebertE. H.KamilM. L. (Eds.), Teaching and learning vocabulary: Bringing research to practice (pp. 115–136). Mahwah, NJ: Lawrence Erlbaum.
5.
CorreaV. I.MillerR. D. (2014). Providing high quality instruction to English language learners in inclusive classrooms. In McLeskeyJ.WaldronN. L.SpoonerF.AlgozzineB. (Eds.), Handbook of research and practice for effective inclusive schools (pp. 136–154). New York, NY: Routledge.
6.
CumminsJ. (1981). The role of primary language development in promoting educational success for language minority students. In Schooling and language minority students: A theoretical framework (pp. 3–49). Los Angeles: California State University, National Evaluation, Dissemination and Assessment Center.
7.
EchevarriaJ.VogtM.ShortD. (2008). Making content comprehensible for English learners: The SIOP model. Boston, MA: Pearson.
8.
FrancisD. J.RiveraM.LesauxN. K.KiefferM. J.RiveraH. (2006, October). Practical guidelines for the education of English language learners. Presentation at LEP Partnership Meeting, Washington, DC. Retrieved from http://www.centeroninstruction.org
9.
GajriaM.JitendraA. K.SoodS.SacksG. (2007). Improving comprehension of expository texts in students with LD: A research synthesis. Journal of Learning Disabilities, 40, 210–225. doi:10.1177/00222194070400030301
10.
GerstenR.BakerS. (2000). What we know about effective instructional practices for English-language learners. Exceptional Children, 66, 454-470. doi:10.1177/001440290006600402
11.
GerstenR.BakerS. K.ShanahanT.Linan-ThompsonS.CollinsP.ScarcellaR. (2007). Effective literacy and English language instruction for English learners in the elementary grades: A practice guide (NCEE 2007-4011). Washington, DC: National Center for Education Evaluation and Regional Assistance, Institute of Education Sciences, U.S. Department of Education. Retrieved from http://files.eric.ed.gov/fulltext/ED497258.pdf
12.
JitendraA. K.EdwardsL. L.SacksG.JacobsonL. A. (2004). What research says about vocabulary instruction for students with learning disabilities. Exceptional Children, 70, 299–322. doi:10.1177/001440290407000303
13.
KlingnerJ.Soltero-GonzálezL. (2009). Culturally and linguistically responsive literacy instruction for English language learners with learning disabilities. Multiple Voices for Ethnically Diverse Exceptional Learners, 12, 4–20.
14.
KlingnerJ. K.BoardmanA. G.EppolitoA. M.SchonewiseE. A. (2012). Supporting adolescent English language learners’ reading in the content areas. Learning Disabilities: A Contemporary Journal, 10, 35–64.
15.
KlingnerJ. K.BoeléA.Linan-ThompsonS.RodriguezD. (2014). Essential components of special education for English language learners with learning disabilities: Position statement of the Division for Learning Disabilities of the Council for Exceptional Children. Arlington, VA: Council for Exceptional Children Division for Learning Disabilities.
16.
MastropieriM. A.ScruggsT.GraetzJ.FontanaJ.ColeV.GersenA. (2005). Mnemonic strategies: What are they? How can I use them? And how effective are they?Insights on Learning Disabilities, 2, 1–17.
PaivioA. (2006, September/October). Dual coding theory and education. Draft chapter for Pathways to Literacy Achievement for High Poverty Children conference, Ann Arbor, MI. doi:10.1093/acprof:oso/9780195066661.003.0004
19.
PaivioA.DesrochersA. (1980). A dual-coding approach to bilingual memory. Canadian Journal of Psychology/Revue canadienne de psychologie, 34, 388. doi:10.1037/h0081101
20.
SchnorrC.I.Freeman-GreenS.TestD.W. (2016). Response cards as a strategy for increasing opportunities to respond: An examination of the evidence. Remedial and Special Education, 37, 41–54. doi:10.1177/0741932515575614
21.
ScruggsT. E.MastropieriM. A.BerkeleyS.GraetzJ. E. (2010). Do special education interventions improve learning of secondary content? A meta-analysis. Remedial and Special Education, 31, 437–449. doi:10.1177/0741932508327465