Coleen D Carlson
Biographic Data
| ID | 3425360 |
|---|---|
| NAME | Coleen D Carlson |
| GIVEN NAMES | Coleen D |
| FAMILY NAME | Carlson |
| SIGNATURE | CARLSON C D |
| AFFILIATIONS | University of Houston |
| ORCID | 0000-0001-8050-5671 |
| VERIFIED | Yes |
| TOTAL WORKS | 12 |
| TOTAL CITATIONS | 65 |
| AUTHOR COUNT | 12 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 2004 |
| LATEST PUBLICATION YEAR | 2026 |
| H-INDEX | 2 |
Are Manipulatives Necessary for Assessing Early Operations?
Tangible manipulatives are commonly used to teach mathematics and assess the mathematics understanding of young learners. However, manipulatives have drawbacks during assessment. To evaluate the utility and necessity of manipulatives during assessment of mathematical operations, examiners administered addition and subtraction problems with concrete manipulatives or pictorial supports to 2,390 children aged 2.8 to 6.7 years. We compared the impact…
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…
Exploring variations in educator perceptions of coursetaking ecologies for students classified as English learners
This mixed methods study explores educators’ perceptions of the challenges that students who are classified as English learners (ELs) in the U.S. face in accessing core academic content in middle and high school. Based on a survey with educators (N = 156) recruited from a language education listserv and website who had experience working with students receiving EL services across 39 states, we explored variation in the ways that educators attribu…
Waiving English Learner Services
Under federal law, the families of students classified as English learners (ELs) have the right to waive EL services. When students waive services, they typically are no longer enrolled in a stand-alone class period for learning English. Drawing on statewide, longitudinal, student-level data from Michigan, Oregon, and Texas, we found substantial variation in the prevalence of students who waived EL services across states but substantial similarit…
Differential Returns to Academic Preparation for English Learners
This article reconsiders the role of prior academic preparation as it relates to English learners’ access to advanced coursework in high school. Using longitudinal data from New York City ( n = 178,155), we test a set of interactions between middle school preparation—in the form of math achievement and advanced math and science coursework—and subgroups of English learners (ELs). We find that for all ELs, both components of prior preparation are s…
The Role of Linguistic Course Concentration in Secondary English Learners’ Attainment
Supporting Knowledge and Language Acquisition of Secondary Emergent Bilinguals through Social Studies Instruction
This study examined the initial efficacy of World Generation (WorldGen), a Tier I social studies instructional approach for emergent bilingual (EB) students and their native English‐speaking (non‐EB) peers in Grades 6 and 7. WorldGen builds on prior research on instructional practices that have been associated with improved content knowledge and literacy outcomes for EBs in classes of students with varying English proficiency. Using a within‐teac…
Ever English Learner 4-Year Graduation
This brief analyzes 4-year graduation rates among students ever classified as English learners (ever-ELs) and those never classified as English learners (never-ELs) at the intersections of gender, race/ethnicity, and neighborhood income. We follow two cohorts of New York City students who entered ninth grade in 2013–2014 and 2014–2015 ( N = 127,931). We find substantial variations in 4-year graduation among these subgroups, with differential pred…
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…
Phonological processing and emergent literacy in Spanish-speaking preschool children
Effectiveness of a Spanish Intervention and an English Intervention for English-Language Learners at Risk for Reading Problems
Two studies of Grade 1 reading interventions for English-language (EL) learners at risk for reading problems were conducted. Two samples of EL students were randomly assigned to a treatment or untreated comparison group on the basis of their language of instruction for core reading (i.e., Spanish or English). In all, 91 students completed the English study (43 treatment and 48 comparison), and 80 students completed the Spanish study (35 treatment…
Kindergarten Prediction of Reading Skills
There is considerable focus in public policy on screening children for reading difficulties. Sixty years of research have not resolved questions of what constructs assessed in kindergarten best predict subsequent reading outcomes. This study assessed the relative importance of multiple measures obtained in a kindergarten sample for the prediction of reading outcomes at the end of 1st and 2nd grades. Analyses revealed that measures of phonological…
Kindergarten Prediction of Reading Skills
There is considerable focus in public policy on screening children for reading difficulties. Sixty years of research have not resolved questions of what constructs assessed in kindergarten best predict subsequent reading outcomes. This study assessed the relative importance of multiple measures obtained in a kindergarten sample for the prediction of reading outcomes at the end of 1st and 2nd grades. Analyses revealed that measures of phonological…
Effectiveness of a Spanish Intervention and an English Intervention for English-Language Learners at Risk for Reading Problems
Two studies of Grade 1 reading interventions for English-language (EL) learners at risk for reading problems were conducted. Two samples of EL students were randomly assigned to a treatment or untreated comparison group on the basis of their language of instruction for core reading (i.e., Spanish or English). In all, 91 students completed the English study (43 treatment and 48 comparison), and 80 students completed the Spanish study (35 treatment…
Ever English Learner 4-Year Graduation
This brief analyzes 4-year graduation rates among students ever classified as English learners (ever-ELs) and those never classified as English learners (never-ELs) at the intersections of gender, race/ethnicity, and neighborhood income. We follow two cohorts of New York City students who entered ninth grade in 2013–2014 and 2014–2015 ( N = 127,931). We find substantial variations in 4-year graduation among these subgroups, with differential pred…
Supporting Knowledge and Language Acquisition of Secondary Emergent Bilinguals through Social Studies Instruction
This study examined the initial efficacy of World Generation (WorldGen), a Tier I social studies instructional approach for emergent bilingual (EB) students and their native English‐speaking (non‐EB) peers in Grades 6 and 7. WorldGen builds on prior research on instructional practices that have been associated with improved content knowledge and literacy outcomes for EBs in classes of students with varying English proficiency. Using a within‐teac…
Kindergarten Prediction of Reading Skills
There is considerable focus in public policy on screening children for reading difficulties. Sixty years of research have not resolved questions of what constructs assessed in kindergarten best predict subsequent reading outcomes. This study assessed the relative importance of multiple measures obtained in a kindergarten sample for the prediction of reading outcomes at the end of 1st and 2nd grades. Analyses revealed that measures of phonological…
Phonological processing and emergent literacy in Spanish-speaking preschool children
Effectiveness of a Spanish Intervention and an English Intervention for English-Language Learners at Risk for Reading Problems
Two studies of Grade 1 reading interventions for English-language (EL) learners at risk for reading problems were conducted. Two samples of EL students were randomly assigned to a treatment or untreated comparison group on the basis of their language of instruction for core reading (i.e., Spanish or English). In all, 91 students completed the English study (43 treatment and 48 comparison), and 80 students completed the Spanish study (35 treatment…
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…
Supporting Knowledge and Language Acquisition of Secondary Emergent Bilinguals through Social Studies Instruction
This study examined the initial efficacy of World Generation (WorldGen), a Tier I social studies instructional approach for emergent bilingual (EB) students and their native English‐speaking (non‐EB) peers in Grades 6 and 7. WorldGen builds on prior research on instructional practices that have been associated with improved content knowledge and literacy outcomes for EBs in classes of students with varying English proficiency. Using a within‐teac…
Ever English Learner 4-Year Graduation
This brief analyzes 4-year graduation rates among students ever classified as English learners (ever-ELs) and those never classified as English learners (never-ELs) at the intersections of gender, race/ethnicity, and neighborhood income. We follow two cohorts of New York City students who entered ninth grade in 2013–2014 and 2014–2015 ( N = 127,931). We find substantial variations in 4-year graduation among these subgroups, with differential pred…
Differential Returns to Academic Preparation for English Learners
This article reconsiders the role of prior academic preparation as it relates to English learners’ access to advanced coursework in high school. Using longitudinal data from New York City ( n = 178,155), we test a set of interactions between middle school preparation—in the form of math achievement and advanced math and science coursework—and subgroups of English learners (ELs). We find that for all ELs, both components of prior preparation are s…
The Role of Linguistic Course Concentration in Secondary English Learners’ Attainment
Are Manipulatives Necessary for Assessing Early Operations?
Tangible manipulatives are commonly used to teach mathematics and assess the mathematics understanding of young learners. However, manipulatives have drawbacks during assessment. To evaluate the utility and necessity of manipulatives during assessment of mathematical operations, examiners administered addition and subtraction problems with concrete manipulatives or pictorial supports to 2,390 children aged 2.8 to 6.7 years. We compared the impact…
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…
Exploring variations in educator perceptions of coursetaking ecologies for students classified as English learners
This mixed methods study explores educators’ perceptions of the challenges that students who are classified as English learners (ELs) in the U.S. face in accessing core academic content in middle and high school. Based on a survey with educators (N = 156) recruited from a language education listserv and website who had experience working with students receiving EL services across 39 states, we explored variation in the ways that educators attribu…
Waiving English Learner Services
Under federal law, the families of students classified as English learners (ELs) have the right to waive EL services. When students waive services, they typically are no longer enrolled in a stand-alone class period for learning English. Drawing on statewide, longitudinal, student-level data from Michigan, Oregon, and Texas, we found substantial variation in the prevalence of students who waived EL services across states but substantial similarit…
Psychology (7 works) · Mathematics education (6 works) · Linguistics (5 works) · Reading and Literacy Development (5 works) · Cognitive and developmental aspects of mathematical skills (4 works) · Multilingual Education and Policy (4 works) · Pedagogy (4 works) · Education Systems and Policy (3 works) · EFL/ESL Teaching and Learning (3 works) · Literacy (3 works)