Christopher Lonigan

The purpose of this project is to use an integrative-data-analysis approach with seven prior randomized controlled trial (RCT) studies to (a) examine the degree to which interventions designed to promote children's reading-related and language skills also positively impact children's self-regulation, (b) identify child and intervention factors that contextualize this effect, and (c) examine the degree to which effects on self-regulation are mediated by children's gains on the target skill of...

The purpose of this study it to examine the efficacy of language, behavior, or a combination of language and behavioral interventions for students classified as English language learners (ELLs) who are also at-risk for ADHD. Although there is substantial support for language development and reading interventions to aid young children in the acquisition of language skills, there is a significant lack of research addressing interventions for ELLs with disabilities of any type, particularly for...

The purpose of this project is to identify the instructional practices and contextual factors that are associated with higher-versus-lower levels of growth in the school readiness skills of preschoolers who are Spanish-speaking English learners (ELs). Researchers will address five specific aims: (1) identify specific instructional practices that are associated with higher rates of growth in school-readiness skills for preschoolers who are Spanish-speaking ELs as well as the impact of these p...

The purpose of this project is to examine the relative efficacy and sustained impacts of three variations in timing and duration of a language and vocabulary intervention for students in prekindergarten and kindergarten with below or low average language skills. Because language weaknesses place children at heightened risk for reading comprehension and general academic difficulties, an intensive early intervention approach is necessary. The intervention is an integrated combination of two in...

In the United States, Spanish-speaking children both constitute the largest English language learner (ELL) subgroup and are the fastest growing school-age population. Findings from the National Assessment of Educational Progress (NAEP 2007) suggest that English language learners are at risk for academic failure throughout their school experience. For example, in fourth grade, only 30% of English language learners scored at or above the basic level in reading, compared to 71% of other fourt...