Nonie K Lesaux
Datos Biográficos
| ID | 1692180 |
|---|---|
| NOMBRE | Nonie K Lesaux |
| NOMBRES | Nonie K |
| APELLIDO | Lesaux |
| FIRMA | LESAUX N K |
| AFILIACIONES | Harvard University |
| ORCID | 0000-0003-3555-3900 |
| VERIFICADO | Sí |
| TOTAL DE OBRAS | 22 |
| TOTAL DE CITAS | 141 |
| TOTAL COMO AUTOR | 22 |
| TOTAL COMO EDITOR | 0 |
| PRIMER AÑO DE PUBLICACIÓN | 2003 |
| AÑO MÁS RECIENTE DE PUBLICACIÓN | 2023 |
| ÍNDICE H | 5 |
Exploring early educator burnout and process quality in a statewide sample
Home literacy in the digital era
Studies suggest that mobile screen media can play a positive role in young children's language and literacy development. However, the role of mobile screen media in the home literacy environment of pre‐school aged children has not been widely explored. Currently, it is unclear whether the amount of time on mobile devices has any association with their language and literacy development. The present study therefore explored the frequency of mobile …
Bi-literacy and motivation as predictors of bilingual students’ talk during classroom discussion
This study investigated the relations between bilingual students’ amount of talk during classroom discussion, motivation, and self-reported bi-literacy skills (i.e. reading, writing skills in their native and school languages). Sixth-grade Spanish-English bilinguals in the United States (N = 121; M age = 12.119 years old; SD = 0.358) reported on their reading and writing skills in both Spanish and English. Self-reported motivation was assessed us…
An ecological perspective on early educator well-being at the start of the Covid-19 pandemic
Residential and preschool neighborhoods
Back to Basics
Children’s experiences in early education programs can have a profound influence on their cognitive, social, and emotional development. In these settings, interactions with educators serve as catalysts for children’s healthy development. Yet too few children today are in the types of high-quality early learning environments marked by warm, cognitively stimulating exchanges. This review summarizes research on the features of settings that promote …
Exploring the role of quality in a population study of early education and care
Integrating Identification and Instructional Practices to Serve at‐risk English Learners
Language and literacy instruction in preschool classes that serve Latino dual language learners
Early-adolescents’ reading comprehension and the stability of the middle school classroom-language environment
This study examined teachers' language use across the school year in 6th grade urban middle-school classrooms (n = 24) and investigated the influence of this classroom-based linguistic input on the reading comprehension skills of the students (n = 851; 599 language minority learners and 252 English-only) in the participating classrooms. Analysis of speech transcripts revealed substantial variability in teachers' use of sophisticated vocabulary an…
Effects of Academic Vocabulary Instruction for Linguistically Diverse Adolescents
We conducted a randomized field trial to test an academic vocabulary intervention designed to bolster the language and literacy skills of linguistically diverse sixth-grade students ( N = 2,082; n = 1,469 from a home where English is not the primary language), many demonstrating low achievement, enrolled in 14 urban middle schools. The 20-week classroom-based intervention improved students’ vocabulary knowledge, morphological awareness skills, an…
Adolescents’ Motivation in the Context of an Academic Vocabulary Intervention in Urban Middle School Classrooms
In a large urban district's ELA classrooms, an academic vocabulary intervention designed to improve linguistically diverse 6th‐graders’ reading and language skills was implemented and evaluated. These classrooms were characterized by high numbers of struggling readers, and linguistic diversity was the norm. As part of the evaluation, this study focuses on students’ perspectives of the intervention, with the goal of shedding light on how it might …
Direct and Indirect Roles of Morphological Awareness in the English Reading Comprehension of Native English, Spanish, Filipino, and Vietnamese Speakers
This study tested three hypotheses about the direct and indirect contributions of derivational morphological awareness to English reading comprehension in sixth-grade students from differing language backgrounds (n= 952). Students included Spanish-speaking, Filipino-speaking, and Vietnamese-speaking language minority learners as well as native English speakers. Multiple-group structural equation modeling indicated that morphological awareness mad…
The Gap Between Spanish Speakers’ Word Reading and Word Knowledge
This longitudinal study modeled growth rates, from ages 4.5 to 11, in English and Spanish oral language and word reading skills among 173 Spanish-speaking children from low-income households. Individual growth modeling was employed using scores from standardized measures of word reading, expressive vocabulary, and verbal short-term language memory. The trajectories demonstrate that students’ rates of growth and overall ability in word reading wer…
Uneven profiles
Predictors of reading comprehension for struggling readers
This longitudinal study examined the process of English reading comprehension at age 11 for 173 low achieving Spanish-speaking children. The influence of growth rates, from early childhood (age 4.5) to pre-adolescence (age 11), in vocabulary and word reading skills on this complex process were evaluated using structural equation modeling. Standardized measures of word reading accuracy and productive vocabulary were administered annually, in Engli…
Morphing Into Adolescents
Many students arrive at middle school without the academic language skills they need to read sophisticated texts with comprehension. In particular, English language learners and students from low‐income backgrounds attending underresourced, urban middle schools lack opportunities to learn the thousands of academic words they need to succeed. To build their comprehension, teachers must not only teach the meanings of specific vocabulary words, but …
The Effectiveness and Ease of Implementation of an Academic Vocabulary Intervention for Linguistically Diverse Students in Urban Middle Schools
The present study aims to advance the extant research base by evaluating the implementation and effectiveness of an academic vocabulary program designed for use in mainstream middle school classrooms with high proportions of language minority learners. The quasi‐experimental, mixed‐methods study was conducted in 21 classes (13 treatment matched to 8 control) in seven middle schools in a large district, with 476 sixth‐grade students (346 language …
Exploring Sources of Reading Comprehension Difficulties Among Language Minority Learners and Their Classmates in Early Adolescence
This study explores the nature of reading comprehension difficulties among early adolescent language minority (LM) learners and native English speakers in urban schools. Sixth-grade students (399 LM learners, 182 native English speakers) were screened for difficulties, using a standardized measure of reading comprehension. Of these, 262 students (201 LM learners, 61 native English speakers) with a score at or below the 35th percentile were admini…
Language-Minority Learners in Special Education
Using data from the Early Childhood Longitudinal Study—Kindergarten Cohort, this study was designed to investigate proportional representation, identification rates, and predictors of language-minority (LM) learners in special education using a nationally representative sample of kindergarten, first graders, and third graders. The findings indicate that although LM learners were underrepresented in special education in kindergarten and first grad…
The role of derivational morphology in the reading comprehension of Spanish-speaking English language learners
The Development of Reading in Children Who Speak English as a Second Language
Patterns of reading development were examined in native English-speaking (L1) children and children who spoke English as a second language (ESL). Participants were 978 (790 L1 speakers and 188 ESL speakers) Grade 2 children involved in a longitudinal study that began in kindergarten. In kindergarten and Grade 2, participants completed standardized and experimental measures including reading, spelling, phonological processing, and memory. All chil…
The Effectiveness and Ease of Implementation of an Academic Vocabulary Intervention for Linguistically Diverse Students in Urban Middle Schools
The present study aims to advance the extant research base by evaluating the implementation and effectiveness of an academic vocabulary program designed for use in mainstream middle school classrooms with high proportions of language minority learners. The quasi‐experimental, mixed‐methods study was conducted in 21 classes (13 treatment matched to 8 control) in seven middle schools in a large district, with 476 sixth‐grade students (346 language …
The Development of Reading in Children Who Speak English as a Second Language
Patterns of reading development were examined in native English-speaking (L1) children and children who spoke English as a second language (ESL). Participants were 978 (790 L1 speakers and 188 ESL speakers) Grade 2 children involved in a longitudinal study that began in kindergarten. In kindergarten and Grade 2, participants completed standardized and experimental measures including reading, spelling, phonological processing, and memory. All chil…
Effects of Academic Vocabulary Instruction for Linguistically Diverse Adolescents
We conducted a randomized field trial to test an academic vocabulary intervention designed to bolster the language and literacy skills of linguistically diverse sixth-grade students ( N = 2,082; n = 1,469 from a home where English is not the primary language), many demonstrating low achievement, enrolled in 14 urban middle schools. The 20-week classroom-based intervention improved students’ vocabulary knowledge, morphological awareness skills, an…
Direct and Indirect Roles of Morphological Awareness in the English Reading Comprehension of Native English, Spanish, Filipino, and Vietnamese Speakers
This study tested three hypotheses about the direct and indirect contributions of derivational morphological awareness to English reading comprehension in sixth-grade students from differing language backgrounds (n= 952). Students included Spanish-speaking, Filipino-speaking, and Vietnamese-speaking language minority learners as well as native English speakers. Multiple-group structural equation modeling indicated that morphological awareness mad…
Exploring Sources of Reading Comprehension Difficulties Among Language Minority Learners and Their Classmates in Early Adolescence
This study explores the nature of reading comprehension difficulties among early adolescent language minority (LM) learners and native English speakers in urban schools. Sixth-grade students (399 LM learners, 182 native English speakers) were screened for difficulties, using a standardized measure of reading comprehension. Of these, 262 students (201 LM learners, 61 native English speakers) with a score at or below the 35th percentile were admini…
Language and literacy instruction in preschool classes that serve Latino dual language learners
Exploring the role of quality in a population study of early education and care
An ecological perspective on early educator well-being at the start of the Covid-19 pandemic
Early-adolescents’ reading comprehension and the stability of the middle school classroom-language environment
This study examined teachers' language use across the school year in 6th grade urban middle-school classrooms (n = 24) and investigated the influence of this classroom-based linguistic input on the reading comprehension skills of the students (n = 851; 599 language minority learners and 252 English-only) in the participating classrooms. Analysis of speech transcripts revealed substantial variability in teachers' use of sophisticated vocabulary an…
The Development of Reading in Children Who Speak English as a Second Language
Patterns of reading development were examined in native English-speaking (L1) children and children who spoke English as a second language (ESL). Participants were 978 (790 L1 speakers and 188 ESL speakers) Grade 2 children involved in a longitudinal study that began in kindergarten. In kindergarten and Grade 2, participants completed standardized and experimental measures including reading, spelling, phonological processing, and memory. All chil…
The role of derivational morphology in the reading comprehension of Spanish-speaking English language learners
Language-Minority Learners in Special Education
Using data from the Early Childhood Longitudinal Study—Kindergarten Cohort, this study was designed to investigate proportional representation, identification rates, and predictors of language-minority (LM) learners in special education using a nationally representative sample of kindergarten, first graders, and third graders. The findings indicate that although LM learners were underrepresented in special education in kindergarten and first grad…
Uneven profiles
Predictors of reading comprehension for struggling readers
This longitudinal study examined the process of English reading comprehension at age 11 for 173 low achieving Spanish-speaking children. The influence of growth rates, from early childhood (age 4.5) to pre-adolescence (age 11), in vocabulary and word reading skills on this complex process were evaluated using structural equation modeling. Standardized measures of word reading accuracy and productive vocabulary were administered annually, in Engli…
Morphing Into Adolescents
Many students arrive at middle school without the academic language skills they need to read sophisticated texts with comprehension. In particular, English language learners and students from low‐income backgrounds attending underresourced, urban middle schools lack opportunities to learn the thousands of academic words they need to succeed. To build their comprehension, teachers must not only teach the meanings of specific vocabulary words, but …
The Effectiveness and Ease of Implementation of an Academic Vocabulary Intervention for Linguistically Diverse Students in Urban Middle Schools
The present study aims to advance the extant research base by evaluating the implementation and effectiveness of an academic vocabulary program designed for use in mainstream middle school classrooms with high proportions of language minority learners. The quasi‐experimental, mixed‐methods study was conducted in 21 classes (13 treatment matched to 8 control) in seven middle schools in a large district, with 476 sixth‐grade students (346 language …
Exploring Sources of Reading Comprehension Difficulties Among Language Minority Learners and Their Classmates in Early Adolescence
This study explores the nature of reading comprehension difficulties among early adolescent language minority (LM) learners and native English speakers in urban schools. Sixth-grade students (399 LM learners, 182 native English speakers) were screened for difficulties, using a standardized measure of reading comprehension. Of these, 262 students (201 LM learners, 61 native English speakers) with a score at or below the 35th percentile were admini…
The Gap Between Spanish Speakers’ Word Reading and Word Knowledge
This longitudinal study modeled growth rates, from ages 4.5 to 11, in English and Spanish oral language and word reading skills among 173 Spanish-speaking children from low-income households. Individual growth modeling was employed using scores from standardized measures of word reading, expressive vocabulary, and verbal short-term language memory. The trajectories demonstrate that students’ rates of growth and overall ability in word reading wer…
Adolescents’ Motivation in the Context of an Academic Vocabulary Intervention in Urban Middle School Classrooms
In a large urban district's ELA classrooms, an academic vocabulary intervention designed to improve linguistically diverse 6th‐graders’ reading and language skills was implemented and evaluated. These classrooms were characterized by high numbers of struggling readers, and linguistic diversity was the norm. As part of the evaluation, this study focuses on students’ perspectives of the intervention, with the goal of shedding light on how it might …
Direct and Indirect Roles of Morphological Awareness in the English Reading Comprehension of Native English, Spanish, Filipino, and Vietnamese Speakers
This study tested three hypotheses about the direct and indirect contributions of derivational morphological awareness to English reading comprehension in sixth-grade students from differing language backgrounds (n= 952). Students included Spanish-speaking, Filipino-speaking, and Vietnamese-speaking language minority learners as well as native English speakers. Multiple-group structural equation modeling indicated that morphological awareness mad…
Effects of Academic Vocabulary Instruction for Linguistically Diverse Adolescents
We conducted a randomized field trial to test an academic vocabulary intervention designed to bolster the language and literacy skills of linguistically diverse sixth-grade students ( N = 2,082; n = 1,469 from a home where English is not the primary language), many demonstrating low achievement, enrolled in 14 urban middle schools. The 20-week classroom-based intervention improved students’ vocabulary knowledge, morphological awareness skills, an…
Early-adolescents’ reading comprehension and the stability of the middle school classroom-language environment
This study examined teachers' language use across the school year in 6th grade urban middle-school classrooms (n = 24) and investigated the influence of this classroom-based linguistic input on the reading comprehension skills of the students (n = 851; 599 language minority learners and 252 English-only) in the participating classrooms. Analysis of speech transcripts revealed substantial variability in teachers' use of sophisticated vocabulary an…
Language and literacy instruction in preschool classes that serve Latino dual language learners
Integrating Identification and Instructional Practices to Serve at‐risk English Learners
Exploring the role of quality in a population study of early education and care
Back to Basics
Children’s experiences in early education programs can have a profound influence on their cognitive, social, and emotional development. In these settings, interactions with educators serve as catalysts for children’s healthy development. Yet too few children today are in the types of high-quality early learning environments marked by warm, cognitively stimulating exchanges. This review summarizes research on the features of settings that promote …
Bi-literacy and motivation as predictors of bilingual students’ talk during classroom discussion
This study investigated the relations between bilingual students’ amount of talk during classroom discussion, motivation, and self-reported bi-literacy skills (i.e. reading, writing skills in their native and school languages). Sixth-grade Spanish-English bilinguals in the United States (N = 121; M age = 12.119 years old; SD = 0.358) reported on their reading and writing skills in both Spanish and English. Self-reported motivation was assessed us…
An ecological perspective on early educator well-being at the start of the Covid-19 pandemic
Residential and preschool neighborhoods
Exploring early educator burnout and process quality in a statewide sample
Home literacy in the digital era
Studies suggest that mobile screen media can play a positive role in young children's language and literacy development. However, the role of mobile screen media in the home literacy environment of pre‐school aged children has not been widely explored. Currently, it is unclear whether the amount of time on mobile devices has any association with their language and literacy development. The present study therefore explored the frequency of mobile …
Psychology (22 obras) · Reading and Literacy Development (16 obras) · Linguistics (15 obras) · Mathematics education (14 obras) · Pedagogy (12 obras) · Vocabulary (12 obras) · Vocabulary development (11 obras) · Developmental psychology (10 obras) · Comprehension (8 obras) · Computer Science (8 obras)