Diane August
Datos Biográficos
| ID | 1691948 |
|---|---|
| NOMBRE | Diane August |
| NOMBRES | Diane |
| APELLIDO | August |
| FIRMA | AUGUST D |
| AFILIACIONES | Center for Applied Linguistics |
| ORCID | 0000-0002-7945-7948 |
| VERIFICADO | Sí |
| TOTAL DE OBRAS | 19 |
| TOTAL DE CITAS | 122 |
| TOTAL COMO AUTOR | 19 |
| TOTAL COMO EDITOR | 0 |
| PRIMER AÑO DE PUBLICACIÓN | 1984 |
| AÑO MÁS RECIENTE DE PUBLICACIÓN | 2026 |
| ÍNDICE H | 6 |
The impact of an instructional intervention on the science knowledge and academic language of middle-grade English as additional language (EAL) learners and their English proficient classmates
This waitlist control study assessed the effectiveness of an intervention to develop the science knowledge and academic language of English as an additional language (EAL) learners and their English proficient classmates. The intervention employed an inquiry approach to teaching science and evidence-based methods to support EAL learners. Over two years, nine schools participated in the study. The first year of the study was designed as a school-l…
A promising intervention designed to improve EAL learners’ mathematics skills and associated academic language
This study investigated the effectiveness of an intervention designed to support sixth-grade Spanish-speaking English as Additional Language (EAL) learners and their English proficient classmates in acquiring pre-algebra knowledge and skills and associated academic vocabulary. The sample consisted of 88 EAL learners and their 139 English proficient classmates who had failed a fifth-grade final math exam. Treatment materials and methods differed f…
English Learners’ Acquisition of Academic Vocabulary
In this cluster randomized control trial study, the authors explored the efficacy of an intervention designed to improve second‐grade English learners’ knowledge of challenging, high‐utility English vocabulary. The authors also examined whether the intervention had a differential effect on content words that differ on two attributes (cognate status and abstractness designation) and whether the effects lasted across time. Within schools, teachers …
Reading in Multiple Orthographies
The current study unites multiple theories (i.e., the orthographic depth hypothesis and linguistic grain size theory, the simple view of reading, and the common underlying proficiency model) to explore differences in how 113 fourth-grade Spanish-speaking English learners (ELs) approached reading in their native language of Spanish, which is transparent, compared to their second language of English, which is more opaque. Contributions of different…
The Importance of SES, Home and School Language and Literacy Practices, and Oral Vocabulary in Bilingual Children’s English Reading Development
This study explores the role that socioeconomic status (SES), home and school language and literacy practices, and oral vocabulary play in the development of English reading skills in Latino English language learners (ELLs) and how these factors contribute differentially to English reading outcomes for children of different ages and in different settings: 292 Spanish-speaking kindergarteners in mostly English instruction, 85 Spanish-speaking thir…
Language of Instruction as a Moderator for Transfer of Reading Comprehension Skills Among Spanish-Speaking English Language Learners
This three-year longitudinal study investigated the role of language of instruction in moderating the relationships between initial levels of English oral language proficiency and Spanish reading comprehension and growth in English reading comprehension. The study followed Spanish-speaking English language learners in English-only literacy instruction, an early-exit bilingual program, or a late-exit bilingual program, from third through fifth gra…
Fully Accounting for English Learner Performance
This article presents a set of recommendations that promote a more nuanced, meaningful accountability policy for English learners in the next authorization of the Elementary and Secondary Education Act. The authors argue that the ESEA reauthorization must strengthen the law’s capacity-building purpose so that federal, state, and local leaders support continued attention, direction, and innovation in effectively educating ELs. The recommendations …
Development and validation of Extract the Base
This study describes the development and validation of the Extract the Base test (ETB), which assesses derivational morphological awareness. Scores on this test were validated for 580 monolingual students and 373 Spanish-speaking English language learners (ELLs) in third through fifth grade. As part of the validation of the internal structure, which involved using the Generalized Partial Credit Model for tests with polytomous items, items on this…
The Interdependence Continuum
The purpose of the current study is to elaborate on the statistical nature of the linguistic interdependence hypothesis (CitationCummins, 1979). It is argued that reading skills across the languages of bilingual learners are differentially robust to interdependence, falling along a continuum mediated by the commonalities between Spanish and English. Reading data were collected from a sample of 91 Spanish–English bilingual fourth-grade students, a…
Language Maintenance versus Language of Instruction
Latino/a children who attend schools in the United States must learn English well for schooling success. However, bilingualism is associated with achievement in both cognition and general literacy, which are core components of academic development. We examined the growth of Spanish reading comprehension among 101 Spanish-English bilingual Latino/a children in second through fifth grade in three urban U.S. districts. The students received literacy…
Development of a cognate awareness measure for Spanish-speaking English language learners
This paper describes the development and validation of the Cognate Awareness Test (CAT), which measures cognate awareness in Spanish-speaking English Language Learners (ELLs) in fourth and fifth grade. An investigation of differential performance on the two subtests of the CAT (cognates and noncognates) provides evidence that the instrument is sensitive to English—Spanish cognate awareness among elementary school-age Spanish-speaking ELLs. Cognat…
The role of home literacy and language environment on bilinguals' English and Spanish vocabulary development
For the monolingual population, research has shown that vocabulary knowledge is closely related to reading achievement. However, the role of vocabulary has not been studied as extensively in the bilingual population. It is important to look at vocabulary to better understand reading achievement in the bilingual population in the United States. This study investigated the predictors of Spanish and English vocabulary for 96 fifth-grade Latino Engli…
The intriguing role of spanish language vocabulary knowledge in predicting English reading comprehension.
This study explored a holistic model of English reading comprehension among a sample of 135 Spanish-English bilingual Latina and Latino 4th-grade students This model took into account Spanish language reading skills and language of initial literacy instruction. Controlling for language of instruction, English decoding skill, and English oral language proficiency, the authors explored the effects of Spanish language alphabetic knowledge, fluency, …
Native Spanish-Speaking Children Reading in English
A structural equation model of second language (L2; English) reading comprehension was tested on a sample of 135 Spanish-speaking 4th-grade English-language learners (ELLs). The model included 2 levels: decoding and oral language. English decoding measures included alphabetic knowledge and fluency. English oral language measures included vocabulary knowledge and listening comprehension. The model had reasonable goodness of fit. Decoding skills pl…
The Critical Role of Vocabulary Development for English Language Learners
English language learners (ELLs) who experience slow vocabulary development are less able to comprehend text at grade level than their English-only peers. Such students are likely to perform poorly on assessments in these areas and are at risk of being diagnosed as learning disabled. In this article, we review the research on methods to develop the vocabulary knowledge of ELLs and present lessons learned from the research concerning effective ins…
Closing the gap
S Gaps in reading performance between Anglo and Latino children are associated with gaps in vocabulary knowledge. An intervention was designed to enhance fifth graders' academic vocabulary. The meanings of academically useful words were taught together with strategies for using information from context, from morphology, from knowledge about multiple meanings, and from cognates to infer word meaning. Among the principles underlying the interventio…
Improving Schooling for Language-Minority Children
How do we effectively teach children from homes in which a language other than English is spoken? In Improving Schooling for Language-Minority Children, a committee of experts focuses on this central question, striving toward the construction of a strong and credible knowledge base to inform the activities of those who educate children as well as those who fund and conduct research. The book reviews a broad range of studies--from basic ones on la…
Effects of Peer Tutoring on the Second Language Acquisition of Mexican American Children in Elementary School
The purpose of the two classroom experiments reported in this article was to examine the effects of a peer-tutoring intervention on the second language acquisition of elementary school children. English acquisition by limited English-speaking Mexican American children was measured in the first experiment, and Spanish acquisition by limited Spanish-speaking Mexican American children was measured in the second experiment. A matched-pairs experiment…
Comparison of Comprehension Monitoring of Skilled and Less Skilled Readers
THE PURPOSE of this study was to gain a better understanding of the differences in comprehension and comprehension monitoring in reading between skilled and less skilled readers. Sixteen fifth-grade students of each type, matched on intelligence, were given five stories to read on a microcomputer screen. Three of the stories made little sense because a page of the story was purposefully omitted to make the story inconsistent. The skilled readers …
Closing the gap
S Gaps in reading performance between Anglo and Latino children are associated with gaps in vocabulary knowledge. An intervention was designed to enhance fifth graders' academic vocabulary. The meanings of academically useful words were taught together with strategies for using information from context, from morphology, from knowledge about multiple meanings, and from cognates to infer word meaning. Among the principles underlying the interventio…
Fully Accounting for English Learner Performance
This article presents a set of recommendations that promote a more nuanced, meaningful accountability policy for English learners in the next authorization of the Elementary and Secondary Education Act. The authors argue that the ESEA reauthorization must strengthen the law’s capacity-building purpose so that federal, state, and local leaders support continued attention, direction, and innovation in effectively educating ELs. The recommendations …
The Interdependence Continuum
The purpose of the current study is to elaborate on the statistical nature of the linguistic interdependence hypothesis (CitationCummins, 1979). It is argued that reading skills across the languages of bilingual learners are differentially robust to interdependence, falling along a continuum mediated by the commonalities between Spanish and English. Reading data were collected from a sample of 91 Spanish–English bilingual fourth-grade students, a…
Reading in Multiple Orthographies
The current study unites multiple theories (i.e., the orthographic depth hypothesis and linguistic grain size theory, the simple view of reading, and the common underlying proficiency model) to explore differences in how 113 fourth-grade Spanish-speaking English learners (ELs) approached reading in their native language of Spanish, which is transparent, compared to their second language of English, which is more opaque. Contributions of different…
The Importance of SES, Home and School Language and Literacy Practices, and Oral Vocabulary in Bilingual Children’s English Reading Development
This study explores the role that socioeconomic status (SES), home and school language and literacy practices, and oral vocabulary play in the development of English reading skills in Latino English language learners (ELLs) and how these factors contribute differentially to English reading outcomes for children of different ages and in different settings: 292 Spanish-speaking kindergarteners in mostly English instruction, 85 Spanish-speaking thir…
Language Maintenance versus Language of Instruction
Latino/a children who attend schools in the United States must learn English well for schooling success. However, bilingualism is associated with achievement in both cognition and general literacy, which are core components of academic development. We examined the growth of Spanish reading comprehension among 101 Spanish-English bilingual Latino/a children in second through fifth grade in three urban U.S. districts. The students received literacy…
Comparison of Comprehension Monitoring of Skilled and Less Skilled Readers
THE PURPOSE of this study was to gain a better understanding of the differences in comprehension and comprehension monitoring in reading between skilled and less skilled readers. Sixteen fifth-grade students of each type, matched on intelligence, were given five stories to read on a microcomputer screen. Three of the stories made little sense because a page of the story was purposefully omitted to make the story inconsistent. The skilled readers …
English Learners’ Acquisition of Academic Vocabulary
In this cluster randomized control trial study, the authors explored the efficacy of an intervention designed to improve second‐grade English learners’ knowledge of challenging, high‐utility English vocabulary. The authors also examined whether the intervention had a differential effect on content words that differ on two attributes (cognate status and abstractness designation) and whether the effects lasted across time. Within schools, teachers …
Language of Instruction as a Moderator for Transfer of Reading Comprehension Skills Among Spanish-Speaking English Language Learners
This three-year longitudinal study investigated the role of language of instruction in moderating the relationships between initial levels of English oral language proficiency and Spanish reading comprehension and growth in English reading comprehension. The study followed Spanish-speaking English language learners in English-only literacy instruction, an early-exit bilingual program, or a late-exit bilingual program, from third through fifth gra…
Comparison of Comprehension Monitoring of Skilled and Less Skilled Readers
THE PURPOSE of this study was to gain a better understanding of the differences in comprehension and comprehension monitoring in reading between skilled and less skilled readers. Sixteen fifth-grade students of each type, matched on intelligence, were given five stories to read on a microcomputer screen. Three of the stories made little sense because a page of the story was purposefully omitted to make the story inconsistent. The skilled readers …
Effects of Peer Tutoring on the Second Language Acquisition of Mexican American Children in Elementary School
The purpose of the two classroom experiments reported in this article was to examine the effects of a peer-tutoring intervention on the second language acquisition of elementary school children. English acquisition by limited English-speaking Mexican American children was measured in the first experiment, and Spanish acquisition by limited Spanish-speaking Mexican American children was measured in the second experiment. A matched-pairs experiment…
Improving Schooling for Language-Minority Children
How do we effectively teach children from homes in which a language other than English is spoken? In Improving Schooling for Language-Minority Children, a committee of experts focuses on this central question, striving toward the construction of a strong and credible knowledge base to inform the activities of those who educate children as well as those who fund and conduct research. The book reviews a broad range of studies--from basic ones on la…
Closing the gap
S Gaps in reading performance between Anglo and Latino children are associated with gaps in vocabulary knowledge. An intervention was designed to enhance fifth graders' academic vocabulary. The meanings of academically useful words were taught together with strategies for using information from context, from morphology, from knowledge about multiple meanings, and from cognates to infer word meaning. Among the principles underlying the interventio…
Native Spanish-Speaking Children Reading in English
A structural equation model of second language (L2; English) reading comprehension was tested on a sample of 135 Spanish-speaking 4th-grade English-language learners (ELLs). The model included 2 levels: decoding and oral language. English decoding measures included alphabetic knowledge and fluency. English oral language measures included vocabulary knowledge and listening comprehension. The model had reasonable goodness of fit. Decoding skills pl…
The Critical Role of Vocabulary Development for English Language Learners
English language learners (ELLs) who experience slow vocabulary development are less able to comprehend text at grade level than their English-only peers. Such students are likely to perform poorly on assessments in these areas and are at risk of being diagnosed as learning disabled. In this article, we review the research on methods to develop the vocabulary knowledge of ELLs and present lessons learned from the research concerning effective ins…
The intriguing role of spanish language vocabulary knowledge in predicting English reading comprehension.
This study explored a holistic model of English reading comprehension among a sample of 135 Spanish-English bilingual Latina and Latino 4th-grade students This model took into account Spanish language reading skills and language of initial literacy instruction. Controlling for language of instruction, English decoding skill, and English oral language proficiency, the authors explored the effects of Spanish language alphabetic knowledge, fluency, …
The role of home literacy and language environment on bilinguals' English and Spanish vocabulary development
For the monolingual population, research has shown that vocabulary knowledge is closely related to reading achievement. However, the role of vocabulary has not been studied as extensively in the bilingual population. It is important to look at vocabulary to better understand reading achievement in the bilingual population in the United States. This study investigated the predictors of Spanish and English vocabulary for 96 fifth-grade Latino Engli…
Development of a cognate awareness measure for Spanish-speaking English language learners
This paper describes the development and validation of the Cognate Awareness Test (CAT), which measures cognate awareness in Spanish-speaking English Language Learners (ELLs) in fourth and fifth grade. An investigation of differential performance on the two subtests of the CAT (cognates and noncognates) provides evidence that the instrument is sensitive to English—Spanish cognate awareness among elementary school-age Spanish-speaking ELLs. Cognat…
The Interdependence Continuum
The purpose of the current study is to elaborate on the statistical nature of the linguistic interdependence hypothesis (CitationCummins, 1979). It is argued that reading skills across the languages of bilingual learners are differentially robust to interdependence, falling along a continuum mediated by the commonalities between Spanish and English. Reading data were collected from a sample of 91 Spanish–English bilingual fourth-grade students, a…
Language Maintenance versus Language of Instruction
Latino/a children who attend schools in the United States must learn English well for schooling success. However, bilingualism is associated with achievement in both cognition and general literacy, which are core components of academic development. We examined the growth of Spanish reading comprehension among 101 Spanish-English bilingual Latino/a children in second through fifth grade in three urban U.S. districts. The students received literacy…
Development and validation of Extract the Base
This study describes the development and validation of the Extract the Base test (ETB), which assesses derivational morphological awareness. Scores on this test were validated for 580 monolingual students and 373 Spanish-speaking English language learners (ELLs) in third through fifth grade. As part of the validation of the internal structure, which involved using the Generalized Partial Credit Model for tests with polytomous items, items on this…
Fully Accounting for English Learner Performance
This article presents a set of recommendations that promote a more nuanced, meaningful accountability policy for English learners in the next authorization of the Elementary and Secondary Education Act. The authors argue that the ESEA reauthorization must strengthen the law’s capacity-building purpose so that federal, state, and local leaders support continued attention, direction, and innovation in effectively educating ELs. The recommendations …
The Importance of SES, Home and School Language and Literacy Practices, and Oral Vocabulary in Bilingual Children’s English Reading Development
This study explores the role that socioeconomic status (SES), home and school language and literacy practices, and oral vocabulary play in the development of English reading skills in Latino English language learners (ELLs) and how these factors contribute differentially to English reading outcomes for children of different ages and in different settings: 292 Spanish-speaking kindergarteners in mostly English instruction, 85 Spanish-speaking thir…
Language of Instruction as a Moderator for Transfer of Reading Comprehension Skills Among Spanish-Speaking English Language Learners
This three-year longitudinal study investigated the role of language of instruction in moderating the relationships between initial levels of English oral language proficiency and Spanish reading comprehension and growth in English reading comprehension. The study followed Spanish-speaking English language learners in English-only literacy instruction, an early-exit bilingual program, or a late-exit bilingual program, from third through fifth gra…
Reading in Multiple Orthographies
The current study unites multiple theories (i.e., the orthographic depth hypothesis and linguistic grain size theory, the simple view of reading, and the common underlying proficiency model) to explore differences in how 113 fourth-grade Spanish-speaking English learners (ELs) approached reading in their native language of Spanish, which is transparent, compared to their second language of English, which is more opaque. Contributions of different…
English Learners’ Acquisition of Academic Vocabulary
In this cluster randomized control trial study, the authors explored the efficacy of an intervention designed to improve second‐grade English learners’ knowledge of challenging, high‐utility English vocabulary. The authors also examined whether the intervention had a differential effect on content words that differ on two attributes (cognate status and abstractness designation) and whether the effects lasted across time. Within schools, teachers …
A promising intervention designed to improve EAL learners’ mathematics skills and associated academic language
This study investigated the effectiveness of an intervention designed to support sixth-grade Spanish-speaking English as Additional Language (EAL) learners and their English proficient classmates in acquiring pre-algebra knowledge and skills and associated academic vocabulary. The sample consisted of 88 EAL learners and their 139 English proficient classmates who had failed a fifth-grade final math exam. Treatment materials and methods differed f…
The impact of an instructional intervention on the science knowledge and academic language of middle-grade English as additional language (EAL) learners and their English proficient classmates
This waitlist control study assessed the effectiveness of an intervention to develop the science knowledge and academic language of English as an additional language (EAL) learners and their English proficient classmates. The intervention employed an inquiry approach to teaching science and evidence-based methods to support EAL learners. Over two years, nine schools participated in the study. The first year of the study was designed as a school-l…
Psychology (19 obras) · Linguistics (17 obras) · Reading and Literacy Development (17 obras) · Mathematics education (14 obras) · Reading comprehension (11 obras) · Vocabulary (10 obras) · Pedagogy (9 obras) · Vocabulary development (8 obras) · Comprehension (7 obras) · Multilingual Education and Policy (7 obras)