C Patrick Proctor
Biographic Data
| ID | 5180565 |
|---|---|
| NAME | C Patrick Proctor |
| GIVEN NAMES | C Patrick |
| FAMILY NAME | Proctor |
| SIGNATURE | PROCTOR C P |
| AFFILIATIONS | Boston College |
| ORCID | 0000-0001-5666-2765 |
| VERIFIED | Yes |
| TOTAL WORKS | 16 |
| TOTAL CITATIONS | 53 |
| WORKS AS AUTHOR | 16 |
| WORKS AS EDITOR | 0 |
| FIRST PUBLICATION YEAR | 2005 |
| LATEST PUBLICATION YEAR | 2026 |
| H-INDEX | 5 |
Contributions of derivational morphological awareness to reading comprehension in Spanish–English and Chinese–English bilingual children
Bilingual teacher candidates as policy appropriators in a previously anti-bilingual state
This multiple case study explores the conceptualisations of bilingual education within the Massachusetts state policy, An Act Relative to Language Opportunity for Our Kids (LOOK Act), and teacher candidates’ experiences from a bilingual teacher preparation programme in Massachusetts. Data consisted of policy documents, semi-structured interviews, and memos. Overall, the LOOK Act primarily framed bilingual education as a remedial and commodifiable…
The Role of Hang‐Out Ties in Reading Comprehension and Small Group Interactions for Multilingual Students
Small groups are commonly used in elementary reading classrooms, but relatively little research has examined the social factors that support small group reading instruction. This study tests whether the number of hang‐out ties (i.e., the number of ties between students who like to hang out together) in small groups predicts reading comprehension among multilingual children in Grades 4 and 5, and whether interactions differ in small groups with hi…
Effects of Heterogeneous Versus Homogeneous Grouping on English Learners’ Language and Literacy Development
In this preregistered within-teacher randomized controlled trial (n = 84), we tested the effects of grouping English learners (ELs) in homogeneous groups (all ELs) versus heterogeneous groups (ELs and non-ELs) on language, reading comprehension, and argumentative writing. Findings indicated no significant main effects of grouping. However, preregistered moderation analyses indicated that heterogeneous groups benefited students with higher English…
Pursuing Language Through Critical Metalinguistic Engagement
In this article Renata Love Jones and Patrick Proctor introduce the notion of pursuing language to engage in critical dialogue about the nature and focus of language and literacy education in multilingual and multicultural contexts. A persistent threat in language and literacy education is standardization that constrains how language and literacy are operationalized, which further limits how children can bring their unique communicative practices…
Language growth trajectories
This two-year longitudinal study examined the role of linguistic interdependence between Spanish and English among a group of first, second, and third generation immigrant Spanish-English bilingual children. Starting from a theoretical perspective on linguistic interdependence that takes into account linguistic constructs and their measurement, the study reports on the English developmental trajectories of 112 Latinx bilinguals in second, third, …
Translanguaging to Understand Language
Translanguaging pedagogy is gaining widespread recognition as an approach that recognizes and builds on multilingual students’ linguistic resources. Research on translanguaging pedagogy has predominantly focused on classroom language practices, while studies on the design and enactment of translanguaged instruction are limited. This pilot study contributes to the knowledge base on translanguaged instruction through the design, implementation, and…
Teaching Bilingual Learners
Students are expected to comprehend and produce increasingly complex texts in upper elementary school, and academic language and literacy skills are considered critical to meeting these expectations. Notions of academic language are also controversial and require careful deliberation when applied to traditionally minoritized populations, including bilingual learners who negotiate more than one language in their daily lives and have varied linguis…
The Interplay Between Student-Led Discussions and Argumentative Writing
Teachers' Instruction and Students' Vocabulary and Comprehension
The primary aim of this study was to explore the relationship between teachers' instruction and students' vocabulary and comprehension in grades 3–5. The secondary aim of this study was to investigate whether this relationship differed for English monolingual and Spanish–English bilingual students. To meet these aims, we observed and recorded reading/language arts instruction in 33 classrooms at three points during an academic year, and we assess…
Confounds in Assessing the Associations Between Biliteracy and English Language Proficiency
It has long been theorized, if not exhaustively researched, that bilingualism and biliteracy are beneficial in promoting linguistic and academic gains; but the operationalization of these constructs is confounding. In the current study, the authors worked with 118 Spanish–English bilingual Latina/o students and investigated whether Spanish–English biliteracy (vs. English monoliteracy) was associated with stronger performance on three English meta…
Teachers’ Perceptions of a Response to Intervention (RTI) Reform Effort in an Urban Elementary School
Federal policies to increase student achievement and improve teacher quality underlie this study. After the first year of implementation, eight elementary teachers were interviewed about how they viewed a Response to Intervention (RTI) reform effort. RTI is a federal policy intended to reform instruction by using a tiered, school-wide system. The following question drove our research: After the first year of implementation, how do educators view …
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…
The Relationship Between Cognate Awareness and English Comprehension Among Spanish—English Bilingual Fourth Grade Students
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…
Teaching Bilingual Learners
Students are expected to comprehend and produce increasingly complex texts in upper elementary school, and academic language and literacy skills are considered critical to meeting these expectations. Notions of academic language are also controversial and require careful deliberation when applied to traditionally minoritized populations, including bilingual learners who negotiate more than one language in their daily lives and have varied linguis…
The Relationship Between Cognate Awareness and English Comprehension Among Spanish—English Bilingual Fourth Grade Students
Teachers’ Perceptions of a Response to Intervention (RTI) Reform Effort in an Urban Elementary School
Federal policies to increase student achievement and improve teacher quality underlie this study. After the first year of implementation, eight elementary teachers were interviewed about how they viewed a Response to Intervention (RTI) reform effort. RTI is a federal policy intended to reform instruction by using a tiered, school-wide system. The following question drove our research: After the first year of implementation, how do educators view …
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…
Teachers' Instruction and Students' Vocabulary and Comprehension
The primary aim of this study was to explore the relationship between teachers' instruction and students' vocabulary and comprehension in grades 3–5. The secondary aim of this study was to investigate whether this relationship differed for English monolingual and Spanish–English bilingual students. To meet these aims, we observed and recorded reading/language arts instruction in 33 classrooms at three points during an academic year, and we assess…
Confounds in Assessing the Associations Between Biliteracy and English Language Proficiency
It has long been theorized, if not exhaustively researched, that bilingualism and biliteracy are beneficial in promoting linguistic and academic gains; but the operationalization of these constructs is confounding. In the current study, the authors worked with 118 Spanish–English bilingual Latina/o students and investigated whether Spanish–English biliteracy (vs. English monoliteracy) was associated with stronger performance on three English meta…
The Interplay Between Student-Led Discussions and Argumentative Writing
Bilingual teacher candidates as policy appropriators in a previously anti-bilingual state
This multiple case study explores the conceptualisations of bilingual education within the Massachusetts state policy, An Act Relative to Language Opportunity for Our Kids (LOOK Act), and teacher candidates’ experiences from a bilingual teacher preparation programme in Massachusetts. Data consisted of policy documents, semi-structured interviews, and memos. Overall, the LOOK Act primarily framed bilingual education as a remedial and commodifiable…
Effects of Heterogeneous Versus Homogeneous Grouping on English Learners’ Language and Literacy Development
In this preregistered within-teacher randomized controlled trial (n = 84), we tested the effects of grouping English learners (ELs) in homogeneous groups (all ELs) versus heterogeneous groups (ELs and non-ELs) on language, reading comprehension, and argumentative writing. Findings indicated no significant main effects of grouping. However, preregistered moderation analyses indicated that heterogeneous groups benefited students with higher English…
Translanguaging to Understand Language
Translanguaging pedagogy is gaining widespread recognition as an approach that recognizes and builds on multilingual students’ linguistic resources. Research on translanguaging pedagogy has predominantly focused on classroom language practices, while studies on the design and enactment of translanguaged instruction are limited. This pilot study contributes to the knowledge base on translanguaged instruction through the design, implementation, and…
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 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 Relationship Between Cognate Awareness and English Comprehension Among Spanish—English Bilingual Fourth Grade Students
Teachers’ Perceptions of a Response to Intervention (RTI) Reform Effort in an Urban Elementary School
Federal policies to increase student achievement and improve teacher quality underlie this study. After the first year of implementation, eight elementary teachers were interviewed about how they viewed a Response to Intervention (RTI) reform effort. RTI is a federal policy intended to reform instruction by using a tiered, school-wide system. The following question drove our research: After the first year of implementation, how do educators view …
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…
Confounds in Assessing the Associations Between Biliteracy and English Language Proficiency
It has long been theorized, if not exhaustively researched, that bilingualism and biliteracy are beneficial in promoting linguistic and academic gains; but the operationalization of these constructs is confounding. In the current study, the authors worked with 118 Spanish–English bilingual Latina/o students and investigated whether Spanish–English biliteracy (vs. English monoliteracy) was associated with stronger performance on three English meta…
Teachers' Instruction and Students' Vocabulary and Comprehension
The primary aim of this study was to explore the relationship between teachers' instruction and students' vocabulary and comprehension in grades 3–5. The secondary aim of this study was to investigate whether this relationship differed for English monolingual and Spanish–English bilingual students. To meet these aims, we observed and recorded reading/language arts instruction in 33 classrooms at three points during an academic year, and we assess…
The Interplay Between Student-Led Discussions and Argumentative Writing
Teaching Bilingual Learners
Students are expected to comprehend and produce increasingly complex texts in upper elementary school, and academic language and literacy skills are considered critical to meeting these expectations. Notions of academic language are also controversial and require careful deliberation when applied to traditionally minoritized populations, including bilingual learners who negotiate more than one language in their daily lives and have varied linguis…
Language growth trajectories
This two-year longitudinal study examined the role of linguistic interdependence between Spanish and English among a group of first, second, and third generation immigrant Spanish-English bilingual children. Starting from a theoretical perspective on linguistic interdependence that takes into account linguistic constructs and their measurement, the study reports on the English developmental trajectories of 112 Latinx bilinguals in second, third, …
Translanguaging to Understand Language
Translanguaging pedagogy is gaining widespread recognition as an approach that recognizes and builds on multilingual students’ linguistic resources. Research on translanguaging pedagogy has predominantly focused on classroom language practices, while studies on the design and enactment of translanguaged instruction are limited. This pilot study contributes to the knowledge base on translanguaged instruction through the design, implementation, and…
Pursuing Language Through Critical Metalinguistic Engagement
In this article Renata Love Jones and Patrick Proctor introduce the notion of pursuing language to engage in critical dialogue about the nature and focus of language and literacy education in multilingual and multicultural contexts. A persistent threat in language and literacy education is standardization that constrains how language and literacy are operationalized, which further limits how children can bring their unique communicative practices…
Bilingual teacher candidates as policy appropriators in a previously anti-bilingual state
This multiple case study explores the conceptualisations of bilingual education within the Massachusetts state policy, An Act Relative to Language Opportunity for Our Kids (LOOK Act), and teacher candidates’ experiences from a bilingual teacher preparation programme in Massachusetts. Data consisted of policy documents, semi-structured interviews, and memos. Overall, the LOOK Act primarily framed bilingual education as a remedial and commodifiable…
The Role of Hang‐Out Ties in Reading Comprehension and Small Group Interactions for Multilingual Students
Small groups are commonly used in elementary reading classrooms, but relatively little research has examined the social factors that support small group reading instruction. This study tests whether the number of hang‐out ties (i.e., the number of ties between students who like to hang out together) in small groups predicts reading comprehension among multilingual children in Grades 4 and 5, and whether interactions differ in small groups with hi…
Effects of Heterogeneous Versus Homogeneous Grouping on English Learners’ Language and Literacy Development
In this preregistered within-teacher randomized controlled trial (n = 84), we tested the effects of grouping English learners (ELs) in homogeneous groups (all ELs) versus heterogeneous groups (ELs and non-ELs) on language, reading comprehension, and argumentative writing. Findings indicated no significant main effects of grouping. However, preregistered moderation analyses indicated that heterogeneous groups benefited students with higher English…
Contributions of derivational morphological awareness to reading comprehension in Spanish–English and Chinese–English bilingual children
Psychology (14 works) · Linguistics (13 works) · Reading and Literacy Development (11 works) · Mathematics education (9 works) · Pedagogy (9 works) · Multilingual Education and Policy (8 works) · Computer Science (7 works) · Reading comprehension (7 works) · EFL/ESL Teaching and Learning (6 works) · Sociology (6 works)