2011 CREATE Conference

Educating Middle School English Language Learners for College and Career Readiness

2011 Conference Materials
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Recommended Readings

The readings below provided participants with the necessary background for the conference presentations.

Conference Primer Reading List


Resources are sorted by topic.

1:  Data Trends and Policy

Hakuta, K. (2011).  Educating Language Minority Students and Affirming Their Equal Rights: Research and Practical Perspectives.  Educational Researcher, 40 (4), 163-174.


2: SIOP Model of Professional Development

Short, D., Echevarria, J., & Richards-Tutor, C. (2011). Research on Academic Literacy Development in Sheltered Instruction Classrooms.  Language Teaching Research, 15 (3), 363-380.

Himmel, J., Short, D., Richards, C., & Echevarria, J. (2009).  Using the SIOP Model to Improve Middle School Science Instruction.  Washington, DC: Center for Research on the Educational Achievement and Teaching of English Language Learners.

Echevarria, J., Short, D (2011). The SIOP Model: A Professional Development Framework for a Comprehensive School Intervention.  Washington, DC: Center for Research on the Educational Achievement and Teaching of English Language Learners.


3:  Using Word Generation in Classes with ELLs

Snow, C. E., Lawrence, J. F., and White, C. (2009). Generating Knowledge of Academic Language Among Urban Middle School Students.  Journal of Research on Educational Effectiveness, (Special Issue: Effective Practices for English Language Learners in the Middle Grades), 2 (4), 325–344.

Lawrence, J. F., White, C., & Snow, C. E. (2011).  Improving Reading Across Subject Areas with Word Generation. Washington, DC: Center for Research on the Educational Achievement and Teaching of English Language Learners.


4:  Supporting Evidence Based Instructional Practices through Coaching

No readings.

5:  English Learners and Text Complexity

Hiebert, F. (in press).  The Common Core State Standards and Text Complexity (Chapter 7) and What’s Important to Know about Words of Written Language (Chapter 9). In M. Hougen & S. Smartt (Eds.),  The Fundamentals of Literacy Instruction and Assessment, Baltimore, MD: Brookes Publishing.


6: CREATE Science: Developing Science Knowledge and Academic Language in Middle Grade ELLs

August, D., Branum-Martin, L., Cardenas-Hagan, E., and Francis, D. J. (2009). The Impact of an Instructional Intervention on the Science and Language Learning of Middle Grade English Language Learners.  Journal of Research on Educational Effectiveness, (Special Issue: Effective Practices for English Language Learners in the Middle Grades), 2 (4), 345–376.

August, D., Artzi, L., & Mazrum, J. (2010). Improving Science and Vocabulary Learning of English Language Learners.  Washington, DC: Center for Research on the Educational Achievement and Teaching of English Language Learners.


7:  CREATE Social Studies: Developing Social Studies Knowledge and Academic Language in Middle Grade ELLs

Vaughn, S., Martinez, L. R., Linan-Thompson, S., Reutebuch, C. K., Carlson, C. D., & Francis, D. J. (2009). Enhancing social studies vocabulary and comprehension for seventh-grade English language learners: Findings from two experimental studies.  Journal of Research on Educational Effectiveness, (Special Issue: Effective Practices for English Language Learners in the Middle Grades), 2 (4), 297-324.

Reutebuch, C. K. (2010).  Effective Social Studies Instruction to Promote Knowledge Acquisition and Vocabulary Learning of English Language Learners in the Middle Grades. Washington, DC: Center for Research on the Educational Achievement and Teaching of English Language Learners.

8:  Why Students Drop Out of School and What Can Be Done About It

Rumberger, R. (2011).  DROPPING OUT: Why students drop out of high school and what can be done about it (pp. 1-19).  Cambridge, MA: Harvard University Press.


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