Project Activities
Structured Abstract
Setting
Sample
Research design and methods
Control condition
Key measures
Data analytic strategy
People and institutions involved
IES program contact(s)
Products and publications
Products: The products from this project include published reports on the development of vocabulary breadth and depth for monolingual English and bilingual Spanish-English students from 2nd through 5th grade and the relationship of vocabulary breadth and depth to the development of reading comprehension for these students, as well as identification of instructional practices that may support the development of vocabulary and comprehension in the upper elementary grades, and published reports.
Journal article, monograph, or newsletter
Harring, J.R. (2014). A Spline Regression Model for Latent Variables. Educational and Psychological Measurement, 74(2): 197-213.
Kieffer, M.J., Petscher, Y., Proctor, C.P., and Silverman, R.D. (2016). Is the Whole Greater Than the Sum of its Parts? Modeling the Contributions of Language Comprehension Skills to Reading Comprehension in the Upper Elementary Grades. Scientific Studies of Reading, 20(6), 436-454.
Kohli, N., and Harring, J.R. (2013). Modeling Growth in Latent Variables Using a Piecewise Function. Multivariate Behavioral Research, 48(3): 370-397.
Leider, C.M., Proctor, C.P., and Silverman, R.D. (2014). The Biliteracy Translation Measure: Using Written Translations to Index Bilingualism and Biliteracy in Spanish and English. NYS TESOL Journal, 1(2): 9-24.
Leider, C.M., Proctor, C.P., Silverman, R.D., and Harring, J.R. (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 and Writing: An Interdisciplinary Journal, 26(9): 1459-1485.
Michener, C.J., Proctor, C.P., and Silverman, R.D. (2018). Features of Instructional Talk Predictive of Reading Comprehension. Reading and Writing, 31(3), 725-756.
Michener, C.J., Sengupta-Irving, T., Proctor, C.P., and Silverman, R. (2015). Culturally Sustaining Pedagogy Within Monolingual Language Policy: Variability in Instruction. Language policy, 14(3): 199-220.
Proctor, C.P., and Silverman, R.D. (2011). Confounds in Assessing the Associations Between Biliteracy and English Language Proficiency. Educational Researcher, 40(2): 62-64.
Proctor, C.P., Harring, J.R., and Silverman, R.D. (2017). Linguistic Interdependence Between Spanish Language and English Language and Reading: A Longitudinal Exploration From Second Through Fifth Grade. Bilingual Research Journal, 40(4), 372-391.
Proctor, C.P., Silverman, Harring, J., and Montecillo, C. (2012). The Role of Vocabulary Depth in Predicting Reading Comprehension Among English Monolingual and Spanish-English Bilingual Children in Elementary School. Reading and Writing, 25(7): 1635-1664.
Proctor, C.P., Silverman, R.D., Harring, J.R., and Montecillo, C. (2012). Erratum to: The Role of Vocabulary Depth in Predicting Reading Comprehension Among English Monolingual and Spanish-English Bilingual Children in Elementary School. Reading and Writing, 25(7): 1795-1795.
Silverman, R.D., Proctor, C.P., Harring, J.R., Doyle, B., Mitchell, M.A., and Meyer, A.G. (2014). Teachers' Instruction and Students' Vocabulary and Comprehension: An Exploratory Study With English Monolingual and Spanish-English Bilingual Students in Grades 3-5. Reading Research Quarterly, 49(1): 31-60
Project website:
Supplemental information
Co-Principal Investigators: Patrick Proctor, Boston College, and Jeffrey Harring, University of Maryland
Questions about this project?
To answer additional questions about this project or provide feedback, please contact the program officer.
