There is a strong interest in the educational outcome of language minority students in the United  States, but the majority of research on these students’ educational attainments has focused on one subgroup: those language minority students with limited English proficiency. Much less is known about language minority students who are classified as fully English proficient, either initially (at school entry) or after some period of bilingual or English-as-a-second-language (ESL) education at school. Language minority students qualify as fully English proficient based on test scores, but may still show somewhat different patterns of skills and weaknesses to those of English-only (EO) classmates in mainstream classrooms. This paper examines different performance profiles of students within the language minority population and investigates whether they respond similarly or differently to an academic vocabulary intervention, Word Generation.

A quasi-experimental study of a novel, cross-content area vocabulary intervention program called Word Generation showed significantly greater growth among 6th- to 8th-grade students in schools implementing the program than in comparison schools, on a curriculum-specific test. Furthermore, the language-minority students in the treatment, but not the comparison, schools showed greater growth than the English-only students. Improvement on the curriculum-specific test predicted performance on the Massachusetts Comprehensive Assessment System (MCAS) English language arts assessment, again only for students in the treatment schools. Recognizing the need to implement a more rigorous experimental study of this program, nonetheless we conclude that participation in the intervention, with its focus on deep reading, comprehension of current-events topics, productive classroom discussion, developing arguments, and producing persuasive essays, was a plausible contributor to student performance on the MCAS.

Vocabulary instruction in schools is often fragmented, which results in students having problems engaging with textbooks and other academic materials. A system of cross-content, whole-school vocabulary could prove to be the solution to better reading comprehension. In order to implement a program of whole-school vocabulary instruction, the teaching team needs to select vocabulary words to teach, ensure that these words are repeated and that students are well-exposed to their usage, encourage students to experiment with and use these words, and teach them word learning strategies. Students from the Word Generation Program, which supports reading accuracy, fluency, syntax issues, background knowledge, and comprehension, learned more words over a shorter time span than students who did not participate in the program.

In this article, the researchers examined general vocabulary, academic vocabulary, and reading comprehension growth trajectories of adolescent redesignated fluent English proficient (RFEP) students using individual growth modeling analysis. The sample included 1,226 sixth- to eighth-grade RFEP students from six middle schools in an urban school district in California. Students completed up to four waves of reading-related measures during a 2-year time period. Findings indicate that (a) students’ scores on vocabulary and reading assessments were positively correlated with their years since redesignation and (b) students on average showed growth over time on all outcomes and the rate of growth did not differ by their years since redesignation. The results suggest that recently redesignated students may need sustained support to ensure continued progress in their English language development.

This longitudinal quasi-experimental study examines the effects of Word Generation, a middle-school vocabulary intervention, on the learning, maintenance, and consolidation of academic vocabulary for students from English-speaking homes, proficient English speakers from language-minority homes, and limited English-proficiency students. Using individual growth modeling, we found that students receiving Word Generation improved more on target word knowledge during the instructional period than students in comparison schools did, on average. We found an interaction between instruction and home-language status such that English-proficient students from language-minority homes improved more than English-proficient students from English-speaking homes. Limited English-proficiency students, however, did not realize gains equivalent to those of more proficient students from language-minority homes during the instructional period. We administered follow-up assessments in the fall after the instructional period ended and in the spring of the following year to determine how well students maintained and consolidated target academic words. Students in the intervention group maintained their relative improvements at both follow-up assessments.

This longitudinal quasi-experimental study examines the effects of Word Generation, a middle-school vocabulary intervention, on the learning, maintenance, and consolidation of academic vocabulary for students from English-speaking homes, proficient English speakers from language-minority homes, and limited English-proficiency students. Using individual growth modeling, we found that students receiving Word Generation improved more on target word knowledge during the instructional period than students in comparison schools did, on average. We found an interaction between instruction and home-language status such that English-proficient students from language-minority homes improved more than English-proficient students from English-speaking homes. Limited English-proficiency students, however, did not realize gains equivalent to those of more proficient students from language-minority homes during the instructional period. We administered follow-up assessments in the fall after the instructional period ended and in the spring of the following year to determine how well students maintained and consolidated target academic words. Students in the intervention group maintained their relative improvements at both follow-up assessments.

We tested whether urban middle-school students from mostly low-income homes had improved academic vocabulary when they participated in a freely available vocabulary program, Word Generation (WG). To understand how this program may support students at risk for long-term reading difficulty, we examined treatment interactions with baseline achievement on a state standardized test and also differential effects for students with (n = 398) and without (n = 1,395) individualized education plans (IEPs). Students in this unmatched quasi-experiment (5 WG and 4 comparison schools) completed pre- and postvocabulary assessments during the intervention year. We also retested student vocabulary knowledge after summer vacation and the following spring on 11 target words to construct a longitudinally consistent scaled score across 4 waves of data. Growth models show that students experienced summer setback. Although there were no average underlying differences in growth or differences in summer setback for students by baseline achievement, better readers improved more from program participation. IEP status did not predict differential benefits of program participation, and students with IEPs maintained gains associated with participation in WG; however, participation in the program did not change underlying growth trajectories favoring students who did not have IEPs.

The Consensus Coding Sequence (CCDS) project (http://www.ncbi.nlm.nih.gov/CCDS/) is a collaborative effort to maintain a dataset of protein-coding regions that are identically annotated on the human and mouse reference genome assemblies by the National Center for Biotechnology Information (NCBI) and Ensembl genome annotation pipelines. Identical annotations that pass quality assurance tests are tracked with a stable identifier (CCDS ID). Members of the collaboration, who are from NCBI, the Wellcome Trust Sanger Institute and the University of California Santa Cruz, provide coordinated and continuous review of the dataset to ensure high-quality CCDS representations. We describe here the current status and recent growth in the CCDS dataset, as well as recent changes to the CCDS web and FTP sites. These changes include more explicit reporting about the NCBI and Ensembl annotation releases being compared, new search and display options, the addition of biologically descriptive information and our approach to representing genes for which support evidence is incomplete. We also present a summary of recent and future curation targets.

The Consensus Coding Sequence (CCDS) project (http://www.ncbi.nlm.nih.gov/CCDS/) is a collaborative effort to maintain a dataset of protein-coding regions that are identically annotated on the human and mouse reference genome assemblies by the National Center for Biotechnology Information (NCBI) and Ensembl genome annotation pipelines. Identical annotations that pass quality assurance tests are tracked with a stable identifier (CCDS ID). Members of the collaboration, who are from NCBI, the Wellcome Trust Sanger Institute and the University of California Santa Cruz, provide coordinated and continuous review of the dataset to ensure high-quality CCDS representations. We describe here the current status and recent growth in the CCDS dataset, as well as recent changes to the CCDS web and FTP sites. These changes include more explicit reporting about the NCBI and Ensembl annotation releases being compared, new search and display options, the addition of biologically descriptive information and our approach to representing genes for which support evidence is incomplete. We also present a summary of recent and future curation targets.