Steven J Amendum

Biographic Data

ID5180749
NAMESteven J Amendum
GIVEN NAMESSteven J
FAMILY NAMEAmendum
SIGNATUREAMENDUM S J
AFFILIATIONSUniversity of Delaware
ORCID0000-0001-7883-9090
VERIFIEDYes
TOTAL WORKS6
TOTAL CITATIONS7
AUTHOR COUNT6
EDITOR COUNT0
FIRST PUBLICATION YEAR2018
LATEST PUBLICATION YEAR2025
H-INDEX2

  • Teaching young multilingual learners

    Open AccessLeslie M Babinski, Leslie Babinski et al.ARTICLEJournal of Multilingual and…2025Cited by: 2References: 29

  • Professional Learning for ESL Teachers

    Open AccessLeslie M Babinski, Steven J Amendum et al.ARTICLEEducation Sciences2024

    Using a randomized controlled trial, we examined the impact of a teacher professional learning (PL) program on English as a Second Language (ESL) teachers’ use of evidence-based instructional strategies for multilingual learners, collaboration with classroom teachers, and incorporation of Latino multilingual learners’ cultural wealth into their classrooms. The analyses included 29 ESL teachers from 29 elementary schools in three school districts.…

  • Explaining reading variance by student subgroup

    Open AccessSteven J Amendum, Kristin Conradi Smith et al.ARTICLEJournal of Research in Reading2021

    Background Studies have demonstrated strong predictive and concurrent validity of curriculum‐based measures (CBMs) with high‐stakes reading tests, mainly using oral reading fluency (ORF) to predict outcomes. Some studies have found that CBMs' predictive accuracy might vary across demographic subgroups of students. In this study, we investigate whether additional CBMs of reading comprehension account for variance beyond ORF and whether these readi…

  • English Reading Growth in Spanish-Speaking Bilingual Students

    Open AccessJackie E Relyea, Steven J AmendumARTICLEChild Development2020

    This study examined the extent to which kindergarten Spanish reading affected English reading growth trajectories through fourth grade among nationally representative Spanish-speaking bilingual students (N = 312) in the United States and whether the association varied by students' English oral proficiency. Multilevel growth curve analyses revealed that stronger early Spanish reading was related to greater English reading growth. Within the strong…

  • Investigating the Efficacy of a Web‐Based Early Reading and Professional Development Intervention for Young English Learners

    Open AccessSteven J Amendum, Mary Bratsch‐hine et al.ARTICLEReading Research Quarterly2018Cited by: 1References: 38

    The purpose of this study was to evaluate whether the Targeted Reading Intervention ( TRI ), a professional development and early reading intervention program delivered via webcam technology, could support the early reading progress of English learners ( EL s). Participants for the current study were drawn from a larger three‐year randomized controlled trial and included 108 EL s from 47 classrooms randomly assigned to treatment and control condi…

  • Improving Young English Learners’ Language and Literacy Skills Through Teacher Professional Development

    Open AccessLeslie M Babinski, Steven J Amendum et al.ARTICLEAmerican Educational Research…2018Cited by: 4References: 24

    Using a randomized controlled trial, we tested a new teacher professional development program for increasing the language and literacy skills of young Latino English learners with 45 teachers and 105 students in 12 elementary schools. School-based teams randomly assigned to the intervention received professional development focused on cultural wealth, high-impact instructional strategies, and a framework for collaboration. We observed each teache…