Reading Growth with Vista’s - Bridges to Literature and Content

© 2025 Vista Higher Learning Vista’s Bridges: A Study of Reading Growth in MLs 27 Gersten, R., Compton, D., Connor, C. M., Dimino, J., Santoro, L., Linan-Thompson, S., & Tilly, W. D. (2008). Assisting students struggling with reading: Response to Intervention (RtI) and multi-tier intervention in the primary grades. A practice guide (NCEE 2009-4045). U.S. Department of Education, Institute of Education Sciences, National Center for Education Evaluation and Regional Assistance. https://ies.ed.gov/ncee/wwc/Docs/PracticeGuide/rti_reading_pg_021809.pdf Juel, C. (1988). Learning to read and write: A longitudinal study of 54 children from first through fourth grades. Journal of Educational Psychology, 80(4), 437–447. https://doi.org/10.1037/0022-0663.80.4.437 Kanno, Y., & Kangas, S. E. N. (2014). “I’m not going to be, like, for the AP”: English language learners’ limited access to advanced college-preparatory courses in high school. American Educational Research Journal, 51(5), 848–878. https://doi.org/10.3102/0002831214544716 Lesaux, N. K., Kie er, M. J., Kelley, J. G., & Harris, J. R. (2014). E ects of academic vocabulary instruction for linguistically diverse adolescents: Evidence from a randomized field trial. American Educational Research Journal, 51(6), 1159–1194. https://doi.org/10.3102/0002831214532165 Lipsey, M. W., Puzio, K., Yun, C., Hebert, M. A., Steinka-Fry, K., Cole, M. W., Roberts, M., Anthony, K. S., & Busick, M. D. (2012). Translating the statistical representation of the e ects of education interventions into more readily interpretable forms (NCSER 20133000). U.S. Department of Education, Institute of Education Sciences, National Center for Special Education Research. https://ies.ed.gov/ncser/pubs/20133000/pdf/20133000.pdf National Center for Education Statistics. (2024). Reading performance: Average NAEP reading scores by English-learner status (Condition of Education indicator CnB). U.S. Department of Education. https://nces.ed.gov/programs/coe/ NWEA. (2023). Increasing fluency in middle school readers: Reading Reimagined research final report [Brief]. https://www.nwea.org/resource-center/brief/73109/ReadingReImagined-Research-Final-Report.pdf Reed, D. K., Petscher, Y., & Foorman, B. R. (2016). The contribution of vocabulary knowledge and spelling to the reading comprehension of adolescents who are and are not English language learners. Reading and Writing, 29(4), 633–657. https://doi.org/10.1007/s11145-015-9619-3 Schneider, B., Carnoy, M., Kilpatrick, J., Schmidt, W. H., & Shavelson, R. J. (2007). Estimating causal e ects using experimental and observational designs. American Educational Research Association.

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