Language, Literacy, and Policy for Multilingual Learners
All publications are linked or free for download below.
Leider, C.M., Colombo, M.W., & Nerlino, E. (in press). Decentralization, Teacher Quality, and the Education of English Learners: Do State Education Agencies effectively prepare teachers of ELs? Educational Policy Archives Analysis.
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. DOI: https://doi.org/10.1080/13670050.2018.1500998.
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.