Source URL: Click here to view this document
A summary of the National Literacy Panel’s findings with regard to evidence based literacy instructions for English Language Learners and suggestions for clinicians and educators.
Category: Research Text
Research Text: What’s Wrong With Labeling a Child With a Disability When the Child Does Not Have One?
Whats Wrong With Labeling a Child With a Disability When the Child Does Not Have One.pdf
This document relays some important points about why practitioners must take care when labeling children as having a disability or not because of the effects it can have on their academic futures.
Research Text: Minority Students in Special and Gifted Education
Source URL: View this document on the National Academies Press website
This article highlighted the role that evaluators play in perpetuating the achievement gap between students from different socioeconomic backgrounds. When an evaluator uses assessment procedures, such as standardized tests, that are biased against students from culturally and linguistically diverse backgrounds, it results in typically developing students being placed in special education where they are much less likely to graduate from high school and college.
Research Text: Dialects in Schools and Communities
This is a textbook for educators and clinicians working with children whose primary deficits differ from the Standard American English (SAE) normally taught in schools. Read More
Research Text: Introduction to Poverty- Variables Affecting Students’ Performance
Source URL: View the book at the Plural Publishing website
Roseberry-McKibbin provides an overview of factors to consider when examining the performance of children who come from low socioeconomic status backgrounds.
Research Text: Meaningful Differences in the Everyday Experience of Young American Children
Source URL: View this book on the Brookes Publishing website
Researchers recorded all interactions between caregivers and children, from age 7 months to 3 years old, in different socioeconomic classes for 1 hour per week. This study presented the findings and implications for clinicians, educators, and policy makers.
