20 research outputs found
Voltage-gated sodium channel expression and action potential generation in differentiated NG108-15 cells
Effect of soman intoxication on the organization of rat brain ribosomes and the translational activity of mRNA in a cell-free system
A Multivariate Approach to the Relationship between Aging, RNA Depletion and the Incidence of Plaques and Tangles
Reduction of transmural 125I-albumin concentration in rat aortic media by chronic hypertension.
Physiological Role of Endogenously Derived PGF2伪 in Regulation of Corpus Luteum Function in the Rat
About the presence of paired helical filaments in dystrophic neurites participating in the plaque formation
Imaging for approach selection of TAVI: assessment of the aorto-iliac tract diameter by computed tomography-angiography versus projection angiography
N-Terminally Glutamate-Substituted Analogue of Gramicidin A as Protonophore and Selective Mitochondrial Uncoupler
A synthesis of research on language of reading instruction for English language learners
This article reviews experimental studies comparing bilingual and English-only reading programs for English language learners. The review method is best-evidence synthesis, which uses a systematic literature search, quantification of outcomes as effect sizes, and extensive discussion of individual studies that meet inclusion standards. A total of 17 studies met the inclusion standards. Among 13 studies focusing on elementary reading for Spanish-dominant students, 9 favored bilingual approaches on English reading measures, and 4 found no differences, for a median effect size of +0.45. Weighted by sample size, an effect size of +0.33 was computed, which is significantly different from zero (p < .05). One of two studies of heritage languages (French and Choctaw) and two secondary studies favored bilingual approaches. The review concludes that although the number of high-quality studies is small, existing evidence favors bilingual approaches, especially paired bilingual strategies that teach reading in the native language and English at different times each day. However, further research using longitudinal, randomized designs is needed to determine how best to ensure reading success for all English language learners