Targeted Intervention for Long-Term English Learners’ English Language Development and Reading Outcomes
This study examines College Access (pseudonym), a program which aims to improve English proficiency, access to academic content, and college readiness for middle school students labeled as Long-Term English Learners. Program participants tended to score higher in English proficiency than students in...
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| Format: | Article |
| Language: | English |
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SAGE Publishing
2025-08-01
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| Series: | AERA Open |
| Online Access: | https://doi.org/10.1177/23328584251362747 |
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| _version_ | 1849341200829513728 |
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| author | Angela Johnson Diana Mercado-Garcia |
| author_facet | Angela Johnson Diana Mercado-Garcia |
| author_sort | Angela Johnson |
| collection | DOAJ |
| description | This study examines College Access (pseudonym), a program which aims to improve English proficiency, access to academic content, and college readiness for middle school students labeled as Long-Term English Learners. Program participants tended to score higher in English proficiency than students in Newcomer English language development (ELD), other ELD, or not receiving designated ELD services. College Access is also associated with higher English Language Arts (ELA) and reading scores relative to students in Newcomer ELD, similar ELA scores and higher reading scores relative to students in other ELD, and lower scores relative to no designated ELD service. These results hold with and without controls for prior-year test scores. Within-year reading growth rates for College Access were lower or similar compared to the other groups. |
| format | Article |
| id | doaj-art-97bcc1af08a94eb881f9fc9fc9675c76 |
| institution | Kabale University |
| issn | 2332-8584 |
| language | English |
| publishDate | 2025-08-01 |
| publisher | SAGE Publishing |
| record_format | Article |
| series | AERA Open |
| spelling | doaj-art-97bcc1af08a94eb881f9fc9fc9675c762025-08-20T03:43:40ZengSAGE PublishingAERA Open2332-85842025-08-011110.1177/23328584251362747Targeted Intervention for Long-Term English Learners’ English Language Development and Reading OutcomesAngela JohnsonDiana Mercado-GarciaThis study examines College Access (pseudonym), a program which aims to improve English proficiency, access to academic content, and college readiness for middle school students labeled as Long-Term English Learners. Program participants tended to score higher in English proficiency than students in Newcomer English language development (ELD), other ELD, or not receiving designated ELD services. College Access is also associated with higher English Language Arts (ELA) and reading scores relative to students in Newcomer ELD, similar ELA scores and higher reading scores relative to students in other ELD, and lower scores relative to no designated ELD service. These results hold with and without controls for prior-year test scores. Within-year reading growth rates for College Access were lower or similar compared to the other groups.https://doi.org/10.1177/23328584251362747 |
| spellingShingle | Angela Johnson Diana Mercado-Garcia Targeted Intervention for Long-Term English Learners’ English Language Development and Reading Outcomes AERA Open |
| title | Targeted Intervention for Long-Term English Learners’ English Language Development and Reading Outcomes |
| title_full | Targeted Intervention for Long-Term English Learners’ English Language Development and Reading Outcomes |
| title_fullStr | Targeted Intervention for Long-Term English Learners’ English Language Development and Reading Outcomes |
| title_full_unstemmed | Targeted Intervention for Long-Term English Learners’ English Language Development and Reading Outcomes |
| title_short | Targeted Intervention for Long-Term English Learners’ English Language Development and Reading Outcomes |
| title_sort | targeted intervention for long term english learners english language development and reading outcomes |
| url | https://doi.org/10.1177/23328584251362747 |
| work_keys_str_mv | AT angelajohnson targetedinterventionforlongtermenglishlearnersenglishlanguagedevelopmentandreadingoutcomes AT dianamercadogarcia targetedinterventionforlongtermenglishlearnersenglishlanguagedevelopmentandreadingoutcomes |