Pollard-Durodola, S. D., Gonzalez, J. E., Simmons, D.C., Taylor, A. B., Davis, M., Simmons, L., & Nava-Walichowski, M. (In press). Preschool teachers’ shared book reading practices with Spanish-speaking English language learners at risk of vocabulary delay. Bilingual Research Journal.
Padrón, Y. N., Waxman, H. C., & Brown, A. (In press). Differences between resilient and non-resilient English language learners on classroom behaviors, perceptions of learning environment in reading, and attitudes toward school. TABE Journal,13.
Contreras-Vanegas, A. L., Lara-Alecio, R., Tong, F., Irby, B. & Durodola, S. (2012). The inter-rater reliability of the Hispanic Bilingual Gifted Screening Instrument (HBGSI). Forum of Applied Educational Research Journal, 25(3). Retrieved from here.
**Lara-Alecio, R., Tong, F., Irby, B. J., Guerrero, C., Huerta, M., & Fan, Y. (2012). The effect of an instructional intervention on middle school English learners' science and English reading achievement. Journal of Research in Science Teaching. doi: 10.1002/tea.21031.
Irby, B. J., Tong, F., Nichter, M., Lara-Alecio, R., Hassey, F., & Guerrero-Valecillos, C. (2011). Hispanic English learners’ self-esteem related to instructional program type, language of instruction, and gender. TABE Journal, 13(1), 26-48.
Irby, B. J., Tong, F., & Lara-Alecio, R. (2011). The symbiotic relationship between bilingual education and multicultural education. Multicultural Perspectives, 13(3), 130-137.
Pollard-Durodola, S. D., Gonzalez, J. E., Simmons, D.C., Simmons, L., & Nava-Walichowski, M. (2011). Using knowledge networks to develop preschoolers’content vocabulary. The Reading Teacher, 65(4), 259-269.
Quiros, A., Lara-Alecio, R., Tong, F., & Irby, B. J. (2011). The effect of a structured story reading intervention, story retell and higher order thinking for English language and literacy acquisition (STELLA). Journal of Research in Reading.
Tong, F., Lara-Alecio, R., Irby, B. J., & Mathes, G. P. (2011). The effects of an instructional intervention on dual language development among first grade Hispanic English learning boys and girls: A two-year longitudinal study. Journal of Educational Research, 104, 87-99.
Acosta, S., & Hsu, H. (2010). Priming the pump: A case study of pre-service bilingual education teachers’ Spanish writing. TABE Journal, 12(1), 76-107.
Irby, B. J., Tong, F., Lara-Alecio, R., Mathes, P., Acosta, S., & Guerrero-Valecillos, C. (2010). Quality of instruction, language of instruction, and Spanish-speaking English learners’ performance on a state high-stakes reading assessment. TABE Journal, 12(1), 1-42.
Padrón, Y. N., Waxman, H. C., Lee, Y-H., Lin, M. F, & Michko, G. M. (2010). Classroom observations of teaching and learning with technology in urban elementary school mathematics classrooms serving English language learners. International Journal of Instructional Media, 39(1).
Tong, F., Castillo, L., & Perez, A. (2010). A psychological profile of acculturation, ethnic identity and teaching efficacy among Latino in-service teachers of English learners. International Education Studies, 3(3), 41-51.
Tong, F., Irby, B. J., Lara-Alecio, R., Yoon, M., & Mathes, G. P. (2010). Hispanic English learners’ response to a longitudinal English instructional intervention and the effect of gender: A multilevel analysis. The Elementary School Journal, 110(4), 542-566.
**If you would like a copy of this article, please contact Dr. Fuhui Tong.