Anne W. Graves and José Luis Alvarado

Teaching Young English Learners to Read: Research From California, Florida, Minnesota, Pennsylvania, and Texas: Introduction to the Special Series
Remedial and Special Education 2005 26: 194-196. [Abstract] [PDF] [References]  

Russell Gersten, Scott K. Baker, Diane Haager, and Anne W. Graves

Exploring The Role of Teacher Quality in Predicting Reading Outcomes for First-Grade English Learners: An Observational Study
Remedial and Special Education 2005 26: 197-206. [Abstract] [PDF] [References]  

Hilda Ives Wiley and Stanley L. Deno

Oral Reading and Maze Measures as Predictors of Success for English Learners on a State Standards Assessment
Remedial and Special Education 2005 26: 207-214. [Abstract] [PDF] [References]  

Anne W. Graves, Judith Plasencia-Peinado, Stanley L. Deno, and John R. Johnson

Formatively Evaluating the Reading Progress of First-Grade English Learners in Multiple-Language Classrooms
Remedial and Special Education 2005 26: 215-225. [Abstract] [PDF] [References]  

Erratum
Remedial and Special Education 2005 26: 225. [PDF]  

Jill M. Leafstedt and Michael M. Gerber

Crossover of Phonological Processing Skills: A Study of Spanish-Speaking Students in Two Instructional Settings
Remedial and Special Education 2005 26: 226-235. [Abstract] [PDF] [References]  

Sylvia Linan-Thompson, Diane Pedrotty Bryant, Shirley V. Dickson, and Kamiar Kouzekanani

Spanish Literacy Instruction for At-Risk Kindergarten Students
Remedial and Special Education 2005 26: 236-244. [Abstract] [PDF] [References]  

Stephanie All Otaiba

How Effective Is Code-Based Reading Tutoring in English for English Learners and Preservice Teacher-Tutors?
Remedial and Special Education 2005 26: 245-254. [Abstract] [PDF] [References]  

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