Leticia R Martinez
Biographic Data
| ID | 5971315 |
|---|---|
| NAME | Leticia R Martinez |
| GIVEN NAMES | Leticia R |
| FAMILY NAME | Martinez |
| SIGNATURE | MARTÍNEZ L R |
| AFFILIATIONS | The University of Texas at Austin |
| ORCID | 0000-0001-6564-434X |
| VERIFIED | Yes |
| TOTAL WORKS | 5 |
| TOTAL CITATIONS | 6 |
| AUTHOR COUNT | 5 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 2003 |
| LATEST PUBLICATION YEAR | 2026 |
| H-INDEX | 1 |
The Efficacy of a Content Area Reading Comprehension Intervention for Students With Disabilities
This pilot study investigated the efficacy of the Promoting Adolescent Comprehension Through Text (PACT) intervention, a social studies content knowledge and reading comprehension set of practices implemented with social studies classes including students with disabilities. Social studies general education teachers were provided with professional development on the PACT and differentiation practices to support students with disabilities in the ge…
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…
Promoting adolescents’ comprehension of text
Preliminary validation of the dropout risk inventory for middle and high school students
Fifth-Grade Bilingual Students and Precursors to “Subtractive Schooling”
In this paper, we present a yearlong ethnographic study of fifth-grade students who are either immigrants or the children of immigrants from Latin American countries, predominantly Mexico. We examined how they used their two languages at home, in the community, and at school. We also examined their perspectives, and those of their parents and teacher, about bilingualism and their awareness of barriers they may face in the future. Interviews and o…
Fifth-Grade Bilingual Students and Precursors to “Subtractive Schooling”
In this paper, we present a yearlong ethnographic study of fifth-grade students who are either immigrants or the children of immigrants from Latin American countries, predominantly Mexico. We examined how they used their two languages at home, in the community, and at school. We also examined their perspectives, and those of their parents and teacher, about bilingualism and their awareness of barriers they may face in the future. Interviews and o…
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…
Fifth-Grade Bilingual Students and Precursors to “Subtractive Schooling”
In this paper, we present a yearlong ethnographic study of fifth-grade students who are either immigrants or the children of immigrants from Latin American countries, predominantly Mexico. We examined how they used their two languages at home, in the community, and at school. We also examined their perspectives, and those of their parents and teacher, about bilingualism and their awareness of barriers they may face in the future. Interviews and o…
Preliminary validation of the dropout risk inventory for middle and high school students
Promoting adolescents’ comprehension of text
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…
The Efficacy of a Content Area Reading Comprehension Intervention for Students With Disabilities
This pilot study investigated the efficacy of the Promoting Adolescent Comprehension Through Text (PACT) intervention, a social studies content knowledge and reading comprehension set of practices implemented with social studies classes including students with disabilities. Social studies general education teachers were provided with professional development on the PACT and differentiation practices to support students with disabilities in the ge…
Psychology (5 works) · Linguistics (4 works) · Mathematics education (3 works) · Medicine (3 works) · Pedagogy (3 works) · Comprehension (2 works) · Developmental psychology (2 works) · Language proficiency (2 works) · Multilingual Education and Policy (2 works) · Reading and Literacy Development (2 works)