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Language, Literacy, and Policy for Multilingual Learners
All publications are linked or free for download below.
Leider, C.M., Tigert, J.M., Norova, N. (2024). Teaching culturally and linguistically diverse learners: a content analysis of teacher professional organizations’ position statements. Teachers College Record. https://doi.org/10.1177/01614681241252502
Leider, C.M., Tigert, J.M., Norova, N., Fouhti, G., Wang, T., & Sawyer, J. (2024). Supporting multilingual learners: A pilot survey of art teachers. Studies in Art Education.
Baker, D., Leider, C. M., Kim, H., Rinaldi, C., & Garcia, P. (2024). All Over the Map: State-level Guidance for English Learners with Disabilities. Journal of Disability Policy Studies. https://doi.org/10.1177/10442073241250276
Dobbs, C.L., Leider, C.M., Tigert, J. (2022). A Space for English Learners and Multilingualism?: Using S-STEP to Examine World Language Teacher Education. International Multilingual Research Journal, 16(3), 237-245.
Leider, C.M. & Tigert, J. (2022). English language development specialists' views on emergency remote teaching. TESOL Journal.
Leider, C.M., Colombo, M.W., & Nerlino, E. (2021). Decentralization, Teacher Quality, and the Education of English Learners: Do State Education Agencies effectively prepare teachers of ELs? Educational Policy Archives Analysis, 29 (100).
Leider, C.M., Proctor, C.P., & Silverman, R. (2018). Language growth trajectories: Does immigrant generation status moderate linguistic interdependence? International Journal of Bilingual Education and Bilingualism.
Louick, R., Leider, C.M., Daley, S. & Proctor, C.P. (2016). Motivation for Reading Among Struggling Middle School Readers: A Mixed Methods Study. Learning and Individual Differences, 49, 260-269.
Leider, C. M., Proctor, C.P., & Silverman, R.D. (2014). The Biliteracy Translation Measure: Using written translations to index bilingualism and biliteracy in Spanish and English. NYS TESOL Journal, 1, 9-24.
Proctor, C.P., Daley, S., Louik, R., Leider, C.M., & Gardner, G. L. (2014). How motivation and engagement predict reading comprehension among native English-speaking and English-learning middle school students with disabilities in a remedial reading curriculum. Learning and Individual Differences, 36, 76-83.
Leider, C.M., Proctor, C.P., Silverman, R.D., & Harring, J. (2013). Examining the role of vocabulary depth, cross-linguistic transfer, and types of reading measures on the reading comprehension of Latino bilinguals in elementary school. Reading & Writing: An Interdisciplinary Journal, 26, 1459-1485.
Proctor, C.P., Silverman, R.D., Harring, J., & Montecillo, C. (2012). The role of vocabulary depth in predicting reading comprehension among English monolingual and Spanish-English bilingual children in elementary school. Reading & Writing: An Interdisciplinary Journal, 25 (7), 1635-1664.
Leider, C.M., Tigert, J.M., Norova, N., Fouhti, G., Wang, T., & Sawyer, J. (2024). Supporting multilingual learners: A pilot survey of art teachers. Studies in Art Education.
Baker, D., Leider, C. M., Kim, H., Rinaldi, C., & Garcia, P. (2024). All Over the Map: State-level Guidance for English Learners with Disabilities. Journal of Disability Policy Studies. https://doi.org/10.1177/10442073241250276
Dobbs, C.L., Leider, C.M., Tigert, J. (2022). A Space for English Learners and Multilingualism?: Using S-STEP to Examine World Language Teacher Education. International Multilingual Research Journal, 16(3), 237-245.
Leider, C.M. & Tigert, J. (2022). English language development specialists' views on emergency remote teaching. TESOL Journal.
Leider, C.M., Colombo, M.W., & Nerlino, E. (2021). Decentralization, Teacher Quality, and the Education of English Learners: Do State Education Agencies effectively prepare teachers of ELs? Educational Policy Archives Analysis, 29 (100).
Leider, C.M., Proctor, C.P., & Silverman, R. (2018). Language growth trajectories: Does immigrant generation status moderate linguistic interdependence? International Journal of Bilingual Education and Bilingualism.
Louick, R., Leider, C.M., Daley, S. & Proctor, C.P. (2016). Motivation for Reading Among Struggling Middle School Readers: A Mixed Methods Study. Learning and Individual Differences, 49, 260-269.
Leider, C. M., Proctor, C.P., & Silverman, R.D. (2014). The Biliteracy Translation Measure: Using written translations to index bilingualism and biliteracy in Spanish and English. NYS TESOL Journal, 1, 9-24.
Proctor, C.P., Daley, S., Louik, R., Leider, C.M., & Gardner, G. L. (2014). How motivation and engagement predict reading comprehension among native English-speaking and English-learning middle school students with disabilities in a remedial reading curriculum. Learning and Individual Differences, 36, 76-83.
Leider, C.M., Proctor, C.P., Silverman, R.D., & Harring, J. (2013). Examining the role of vocabulary depth, cross-linguistic transfer, and types of reading measures on the reading comprehension of Latino bilinguals in elementary school. Reading & Writing: An Interdisciplinary Journal, 26, 1459-1485.
Proctor, C.P., Silverman, R.D., Harring, J., & Montecillo, C. (2012). The role of vocabulary depth in predicting reading comprehension among English monolingual and Spanish-English bilingual children in elementary school. Reading & Writing: An Interdisciplinary Journal, 25 (7), 1635-1664.