Selected Research ResourcesAugust, D. & Shanahan, T. (Eds.) (2006). Developing literacy in second-language learners: A report of the National Literacy Panel on Language-Minority Children and Youth. Mahwah, NJ: Lawrence Erlbaum Associates.

California Department of Education (2010). Improving Education for English Learners: Research-Based Approaches. Sacramento, CA: CDE Press.

Echevarría, J. (2012). Effective practices for increasing the achievement of English learners. Washington, DC: Center for Research on the Educational Achievement and Teaching of English Language Learners. Retrieved from http://www.cal.org/create/resources/pubs/

Echevarría, J., Richards-Tutor, C., Canges, R., & Francis, D. (2011). Using the SIOP® Model to promote the acquisition of language and science concepts with English learners. Bilingual Research Journal, 34 (3), 334–351.

Echevarría, J., Richards-Tutor, C., Chinn, V., & Ratleff, P. (2011). Did they get it? The role of fidelity in teaching English learners. Journal of Adolescent and Adult Literacy, 54 (6) 425–434.

Echevarría , J. & Short, D. (2010). Programs and practices for effective sheltered content instruction. In California Department of Education (Ed.). Improving education for English learners: Research-based approaches. (p. 250–321). Sacramento, CA: CDE Press.

Echevarría, J., & Short, D. (2011). The SIOP® Model: A professional development framework for comprehensive schoolwide intervention. Washington, DC: Center for Research on the Educational Achievement and Teaching of English Language Learners. Retrieved from http://www.cal.org/create/resources/pubs/professional-development-framework.html

Echevarría, J., Short, D., & Powers, K. (2006). School reform and standards-based education: An instructional model for English language learners. Journal of Educational Research, 99 (4), 195–210.

Echevarría, J., Short, D., Richards-Tutor, C., & Himmel, J. (in press). Using the SIOP® Model as a professional development framework for comprehensive schoolwide intervention. In J. Echevarría, S.Vaughn, & D. Francis (Eds.), English learners in content area classes: Teaching for achievement in the middle grades. Boston: Pearson.

Genesee, Lindholm-Leary, Saunders & Christian (2006). Educating English language learners: A synthesis of research evidence. New York: Cambridge University Press.

Goldenberg, C. (2008). Teaching English language learners: What the research does – and does not – say. American Educator 12 (2), 8–22. Retrieved from http://www.aft.org/pubs-reports/american_educator/issues/summer08/goldenberg.pdf

Himmel, J., Short, D.J., Richards, C., & Echevarría, 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. Retrieved from http://www.cal.org/create/resources/pubs/siopscience.htm

McIntyre, E., Kyle, D., Chen, C., Muñoz, M. & Beldon, S. (2010). Teacher learning and ELL reading achievement in sheltered instruction classrooms: Linking professional development to student development, Literacy Research and Instruction, 49 (4), 334–351.

Shatz, M. & Wilkenson, L. (Eds.) (2010). The education of English language learners: Research to practice. New York: Guilford Press.

Short, D., Cloud, N., Morris, P., & Motta, J. (2012). Cross-district collaboration: Curriculum and professional development. TESOL Journal, 3(3), 402–424.

Short, D., Echevarría, J., & Richards-Tutor, C. (2011). Research on academic literacy development in sheltered instruction classrooms. Language Teaching Research, 15(3), 363–380

Short, D., Fidelman, C., & Louguit, M.(2012). Developing academic language in English language learners through sheltered instruction. TESOL Quarterly, 46 (2), 333–360.

Resources for Teaching English Learners

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SIOP® Model Research References

Professional Development Resources

Core SIOP® Texts:Echevarría, J., Short, D. & Peterson, C. (2012). Using the SIOP® Model with Pre-K and Kindergarten English Learners. Boston: Allyn & Bacon.

Echevarría, J., Vogt, M.E. & Short, D. (2010a). Making Content Comprehensible for Elementary English Learners: The SIOP® Model. Boston: Allyn & Bacon.

Echevarría, J., Vogt, M.E. & Short, D. (2010b). Making Content Comprehensible for Secondary English Learners: The SIOP® Model. Boston: Allyn & Bacon.

Echevarría, J., Vogt, M.E. & Short, D. (2013). Making Content Comprehensible for English Learners: The SIOP® Model, Fourth Edition. Boston: Allyn & Bacon.

Additional SIOP® Texts:Echevarría, J. Short, D. & Vogt, M. (2008). Implementing the SIOP® Model through Effective Professional Development and Coaching. Boston: Allyn & Bacon.

Echevarría, J., Vogt, M.E., & Short, D. (2010). The SIOP® Model for Teaching Mathematics to English Learners. Boston: Allyn & Bacon.

Short, D., Echevarría, J. & Vogt, M. (2008). The SIOP® Model for Administrators. Boston: Allyn & Bacon.

Short, D., Vogt, M.E., & Echevarría, J. (2011). The SIOP® Model for Teaching Science to English Learners. Boston: Allyn & Bacon.

Short, D., Vogt, M.E., & Echevarría, J. (2011). The SIOP® Model for Teaching History-Social Studies to English Learners. Boston: Allyn & Bacon.

Vogt, M.E., & Echevarría, J. (2008). 99 Ideas and Activities for Teaching English Learners with the SIOP® Model. Boston: Allyn & Bacon.

Vogt, M.E., Echevarría, J., & Short, D. (2010). The SIOP® Model for Teaching English-Language Arts to English Learners. Boston: Allyn & Bacon.

Teaching English Learners with Learning Challenges:Artiles, A. & Ortiz, A. (2007). English language learners with special education needs. Washington, DC: Center for Applied Linguistics.

Echevarría, J. & Vogt, M. (2011) RTI and English learners: Making It Happen. Boston: Allyn & Bacon

Echevarría, J. & Vogt, M. (2010) Using the SIOP® Model to improve literacy for English learners. New England Reading Association Journal (NERAJ). 46 (1) 8–15.

Echevarría, J. & Graves, A. (2010). Sheltered Content Instruction: Teaching English Learners with Diverse Abilities, Fourth Edition. Boston: Allyn & Bacon.

Echevarría, J., & Hasbrouck, J. (2009). Response to intervention and English learners (CREATE Brief ). Washington, DC: Center for Research on the Educational Achievement and Teaching of English Language Learners. Retrieved from http://www.cal.org/create/resources/pubs/responsetointerv.html

Esparza Brown, J., & Sanford, A. (March 2011). RTI for English Language Learners: Appropriately Using Screening and Progress Monitoring Tools to Improve Instructional Outcomes. U.S. Department of Education, Special Education Programs, National Center on Response to Intervention.

Haager, D., Klinger, J. & Vaughn, S. (2007). Evidence-based reading practices for response to intervention. Baltimore: Paul H. Brookes Publishing Co.Richards, C. & Leafstedt, J. (2010). Early reading intervention: Strategies and methods for struggling readers. Boston: Allyn & Bacon.

Vogt, M. E. (2012). English learners: Developing their literate lives. In R. M. Bean & A. S. Dagen (Eds.), Best practice of literacy leaders: Keys to school improvement. New York: The Guilford Press, 248–260.

Web sites:National Center for Learning Disabilities - http://www.ncld.org/National Center on Response to Intervention - http://www.rti4success.orgNational Center on Student Progress Monitoring - http://www.studentprogress.org

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