Research
Our faculty and students are constantly producing new scholarly work. Learn more and view lists of research publications below.
Books
Irby, B. J., Lara-Alecio, R., Rodriquez, L., & Schiller, P. (2016). The circus. Dallas, TX: Frog Street Press.
Lara-Alecio, R., & Irby, B. J. (2016). Cowboy Mouse. Grapevine, TX: Frog Street.
Lunenburg, F. C., & Irby, B. J. (2016). The principal: Creating safe schools. NCPEA Press. Retrieved from http://www.ncpeapublications.org/index.php/ncpea-press-books
Lunenburg, F. C., & Irby, B. J. (2016). The principal and decision making: Individual and group practices. NCPEA Press. Retrieved from http://www.ncpeapublications.org/index.php/ncpea-press-books
Lunenburg, F. D., & Irby, B. J. (2016). The principal: Organizational change and stress management. NCPEA Press. Retrieved from http://www.ncpeapublications.org/index.php/ncpea-press-books
Lunenburg, F. D., & Irby, B. J. (i2016). The principal: Leading with vision. NCPEA Press. Retrieved from http://www.ncpeapublications.org/index.php/ncpea-press-books
Lunenburg, F. D., & Irby, B. J. (2016). The principal: Optimizing fiscal, facility, and human resources. NCPEA Press. Retrieved from http://www.ncpeapublications.org/index.php/ncpea-press-books
Polnick, B., Irby, B. J., Ballenger, J., Larke, P., Webb-Hassan, G., & Taylor, V. (2016). A handbook for women of color in STEM. Charlotte, NC: Information Age Publishing.
Nafukho, F. M., & Irby, B. J. (Eds.) (2015). Handbook of research on innovative technology integration in higher education. New York, NY: IGI Global.
Irby, B. J., Boswell, J., & Abdelrahman, N. (2015). (Ed.) Women’s issues in the workplace. San Antonio, TX: Advancingwomen.com (Gretchen Glasscock, Publisher).
Irby, B. J., Brown, G., & Hernandez, T. (2015). Haunted Huntsville (2nd ed.). Huntsville, TX: Wynne Home Cultural Arts Center and LuLu Press.
Irby, B. J., Boswell, J., Abdelrahman, N., Lara-Alecio, R., & Tong., F. (Eds). (2014). Gender issues in STEM. San Antonio, TX: Advancingwomen.com (Gretchen Glasscock. Publisher).
Jean-Marie, G., Grant, C., & Irby, B. J. (Eds) (2014). Duality of women in the academy. Charlotte, NC: Information Age Publishing.
Nafukho, F. M., Muyia, M. A. H., & Irby, B. J. (Eds.). (2014). Governance and transformation of universities in Africa. Charlotte, NC: Information Age Publishing.
Koch, J., Polnick, B., & Irby, B. J. (Eds.). (2013). Women in STEM: A neverending story. Charlotte, NC: Information Age Publishing.
Irby, B. J., Brown, G., Lara-Alecio, R., & Jackson, S. (Eds.). (2013) Handbook of educational theories. Charlotte, NC: Information Age Publishing.
Irby, B. J., Lara-Alecio, R., Rodriguez, L., & Schiller, P. (2012). El circo. Bloomington, IN: Xlibris.
Irby, B. J., & Brown, G. (2012). Women in leadership: An international perspective. San Antonio, TX: Advancing Women in Leadership. (Kindle book).
Tareilo, J., Bizell, B., Irby, B. J., Papa, R., Valesky, T. A., & Creignton, T. B. (Eds.). (2012). NCPEA handbook of online instruction and programs in education leadership. Rice University, TX: Connexions. Retrieved from http://cnx.org/content/m42767/latest/?collection=col11375/latest
Brown, G., Irby, B. J., & Jackson, S. (2012). Women leaders: Advancing careers. (Part of AERA Research on Women and Education SIG Series) Charlotte, NC: Information Age Publishing Inc.
Padrón, Y. N., Waxman, H. C., & Cisco-Kandel, B. (Eds.). (In press). Reading research focusing on English language learner middle school students. Greenwich, CN: Information Age.
Lara-Alecio, R., Irby, B. J., Calvo-Buezas, T., & Guerrero, T. (2010). Immigration in the United States and Spain: Considerations for educational leaders.
Schiller, P., Lara-Alecio, R., & Irby. B. (2003; 2008). The bilingual book of songs, stories, rhymes, and fingerplays. [Antología de cuentos, juegos, y recetas]. (A bilingual Spanish/English primary book). Gryphon House, Inc.
Ada, A. F., Campoy, F. I., Padrón, Y. N., & Roser, N. (2004). Moving into English (Grades K-5). Orlando: Harcourt. (Teachers’ and student editions for grades K-5).
Waxman, H. C., Gray, J., & Padrón, Y. N. (Eds.). (2004). Educational resiliency: Student, teacher, and school perspectives. Greenwich, CN: Information Age.
Tong, G., Xu, J., Chen, X., & Tong, F. (2004). English-Chinese dictionary on biochemistry and molecular biology. Beijing, China: Science Press.
Lara-Alecio, R., & Irby B. (2003). The cowboy mouse. Columbus, OH: The SRA- McGraw-Hill.
Lara-Alecio, R., & Irby B. (2003). El ratón vaquero. Columbus, OH: The SRA- McGraw-Hill.
Irby, B., & Lara-Alecio, R. (2003). Little rabbit’s journey. Columbus, OH: The SRA- McGraw-Hill.
Irby, B. & Lara-Alecio, R. (2003). El viaje del Conejito. Columbus, OH: The SRA- McGraw-Hill.
Schiller, P., Clements, D., & Lara-Alecio, R. (2003). Home connections resource guide. Columbus, OH: The DLM Early Childhood Express-McGraw-Hill.
Schiller, P., Clements, D., Lara-Alecio, R., Sarama, J., & Irby, B. (2003). The DLM early childhood express. Teacher’s edition “A.” Columbus, OH: The SRA-McGraw-Hill.
Schiller, P., Clements, D., Lara-Alecio, R., Sarama, J., & Irby, B. (2003). The DLM early childhood express. Teacher’s edition “B.” Columbus, OH: The SRA-McGraw-Hill.
Schiller, P., Clements, D., Lara-Alecio, R., Sarama, J., & Irby, B. (2003). The DLM early childhood express. Teacher’s edition “C.” Columbus, OH: The SRA-McGraw-Hill.
Schiller, P., Clements, D., Lara-Alecio, R., Sarama, J., & Irby, B. (2003). The DLM early childhood express. Teacher’s edition “D.” Columbus, OH: The SRA-McGraw-Hill.
Schiller, P., Lara-Alecio, R., & Irby, B. (2003). Teacher’s resource anthology. Columbus, OH: The DLM Early Childhood Express-McGraw-Hill.
Chapters
Druery, D., Irby, B. J., Lara-Alecio, R., Tong, F., & Guerrero, C. (2017). Academic Oral and Written Language (AOWLS): A Curriculum Component of the English Language and Literacy Acquisition-Validation (ELLA-V). In P. Cook (Ed.), Educational trends. Newcastle upon Tyne, England: Cambridge Press.
Irby, B. J., Walichowski, M., & Cherry, C. (2017). Involving undergraduate students in research: An examination of best-practices and recommendations from Texas A&M University’s College of Education and Human Development. In P. Cook (Ed.), Educational trends. Newcastle upon Tyne, England: Cambridge Press.
Abdelrahman, N., & Irby, B. J. (2017). Perception of faculty members in hybrid learning. In M. Khosrow-Pour (Ed.), Blended learning: Concepts, methodologies, tools, and applications. Hershey, PA: IGA Global.
Irby, B. J., Abdelrahman, N., Tang, S., Yang, P., Phuong, T., Tong, F., & Lara-Alecio, R. (2016). Science achievement among economically challenged students in the United States: A scoping analysis. In S. Markic & S. Abels (Eds.), Science education towards inclusion. New York, NY: Nova Science Publishers Inc.
Irby, B. J., Boswell, J., Abdelrahman, N., Lara-Alecio, R., & Tong, F. (2016). New horizons for mentoring research: Exploring the past to frame the future. In B. G. Guzman-Johannessen (Ed.), Global co-mentoring networks in higher education (pp. 27-54). New York, NY: Springer.
Irby, B. J., Sutton-Jones, K. L., Lara-Alecio, R., & Tong, F. (2016). Informal individual learning via virtual professional development: A proposal for for massive open online professional informal individual learning (MOOPIL). In F. Nafukho & B. J. Irby, (Eds.), Handbook of innovative technology integration in higher education (pp. 343-355). Hershey, PA: IGI Global.
Irby, B. J., Boswell, J., Abdelrahman, N., Lara-Alecio, R., & Tong, F. (2016). Horizons for mentoring. In F. Kochan (Ed.), Sage handbook on mentoring. Thousand Oaks, CA: Sage.
Abdelrahman, N., & Irby, B. J. (2015). The perceptions of faculty members on hybrid learning: A naturalistic case study. In F. M. Nafukho & B. J. Irby (Eds.), Handbook of research on innovative technology integration in higher education. Hershey, PA: IGI Global.
Abdelrahman, N., & Irby, B. J. (2015). Arab Spring and teacher professional development in Egypt: A naturalistic case study. In H. R. Gerber & E. Mohamed (Eds.), Education and the Arab Spring. Boston, MA: Sense Publishers.
Irby, B., Johnson, D., Abdelrahman, N., & Gonzalez, E. (2015). A website analysis of mentoring programs for Latina faculty at the 25 top-ranked national universities. In G. Johanensen, Global co-mentoring networks in higher education: Politics, policies, and practices. Springer.
Irby, B. J., Sutton-Jones, K. L., Lara-Alecio, R., & Tong, F. (2015). Informal individual learning via virtual professional development: A proposal for massive open online professional informal individual learning (MOOPIL). In F. Nafukho & B. J. Irby, (Eds.) Handbook of innovative technology integration in higher education (pp. 343-355). Hershey, PA: IGI Global.
Irby, B. J., Tong, F., Lara-Alecio, R., Guerrero, C., Jimenez, D., & Lopez, T. (2014). What works for learners and their teachers in second language learning classrooms. In P. R. Cook (Ed.), Educational trends: A symposium in Belize, Central America (pp. 80-91). Newcastle, UK: Cambridge Scholars Publishing.
Irby, B. J., & Abdelrahman, N. (2014). A systematic review of women and STEM: A dissertation study. In B. J. Irby, J. Boswell, N. Abdelrahman, R. Lara-Alecio, & F. Tong (Eds), Gender issues in STEM. San Antonio, TX: Advancingwomen.com (Gretchen Glasscock).
Irby, B. J., Tong, F., Lara-Alecio, R., Guerrero, C., Jimenez, D., & Lopez, T. (2014). Invited Chapter. What works for learners and their teachers in second language learning classrooms. In P. R. Cook (Ed.) Educational Trends: Belize (pp. 80-91). New Castle upon Thyme, England: Cambridge Scholars Publishing.
Irby, B. J., Tong, F., Lara-Alecio, R., Tong, F., & RodrÍguez, L. (2013). An early childhood case: Montessori bilingual pre-kindergarten education and brain-based learning. In T. Jones (Ed.), Education in a brain world: A roadmap to natural learning in schools (pp. 83-111). Lanham, MD: Rowman & Littlefield.
Lara-Alecio, R., Irby, B. J., & Tong, F. (2013). The transitional bilingual pedagogical theory. In B. J. Irby, G. Brown, R. Lara-Alecio, & S. Jackson (Eds.), The handbook of educational theories (pp. 1129-1137). Charlotte, NC: Information Age Publishing.
Irby, B. J., Rodriguez, L., & Lara-Alecio, R. (2013). Montessori philosophy. In B. J. Irby, G. Brown, R. Lara-Alecio, & S. Jackson (Eds.), The handbook of educational theories. Charlotte, NC: Information Age Publishing.
Irby, B. J., Lara-Alecio, R., & Tong, F. (2013). Ten tips for working with infants and toddlers who are dual language learners. In C. Willis (Ed.), Learn every day building strong foundations for infants, toddlers, and twos (pp. 100-116). Lewisville, NC: Kaplan Early Learning.
Brown, G., & Irby, B. J. (2012). Strategies for advancing your career and obtaining your first school executive position. In G. Brown, B. J. Irby, & S. Jackson (Eds.). Women leaders: Advancing careers. In J. Koch and B. J. Irby (Series Eds.) Research on Women and Education. Charlotte, NC: Information Age Publishing Inc.
Irby, B., & Lara-Alecio, R. (2009). Upon the schoolhouse steps: Immigration and education. In R. Lara-Alecio, B. Irby, T. Calvo-Buezas, & T. Guerrero (Eds.), Hispanics in the United States, immigrants in Spain: A threat or a new civilization? NCPEA/Rice University.
Padrón, Y. N. (2009). Latino students and reading: Enabling middle school readers: Building a strategy support system (29-66). In L. Van Horn, (Ed.), Reading on the edge: Enabling, empowering, and engaging middle school readers. Norwood, MA: Christopher-Gordon.
Kandel-Cisco, B. & Padrón, Y. (2008). Using a resiliency perspective to inform bilingual teachers’ classroom inquiry. In M. Cowart (Ed.), Current issues and best practices in bilingual and ESL education. Texas Women University: Federation of North Texas Universities.
McNamara, J., Lara-Alecio, R., Irby, B.J., Hoyle, J., & Tong, F. (2008). Doctoral programs issues: Commentary on companion dissertations. In T. Creighton, C.A. Mullen, F. Dembowski, & S. Harris (Eds.), The handbook of doctoral programs: Issues and challenges. Connexions: NCPEA Press. Retrieved on September 22, 2008 from http://cnx.org/content/m14542/latest/
Waxman, H. C., Padrón, Y. N., & García, A. (2007). Educational issues and effective practices for Hispanic students. In S. Paik & H. J. Walberg (Eds.), Narrowing the achievement gap: Strategies for educating Latino, Black, and Asian students. New York, NY: Springer.
Irby, B., Rodríguez, L. & Lara-Alecio, R. (2005). Pre-kindergarten Montessori education: A gendered perspective. In J. Kock & B. Irby (Eds.), Gender and schooling in the early years (pp. 61-78). Greenwich, CT: Information Age Publishing.
Vaughn, S., Linan-Thompson, S., Pollard-Durodola, S. D., Mathes, P., & Cárdenas-Hagan, E. (2005). Effective interventions for English language learners (Spanish/English) at-risk for reading difficulties. In D. K. Dickinson & S. B. Neuman (Eds.), Handbook of early literacy research, Volume 2. New York, NY: Guilford Publications.
Waxman, H. C., Gray, J., & Padrón, Y. N. (2004). Current research on student resiliency. In H. C. Waxman, J. Gray, & Y. N. Padrón (Eds.), Educational resiliency: Student, teacher, and school perspectives. Greenwich, CT: Information Age Publishing.
Waxman, H. C., Gray, J., & Padrón, Y. N. (2004). Introduction and overview. In H. C. Waxman, J. Gray, & Y. N. Padrón (Eds.), Educational resiliency: Student, teacher, and school perspectives. Greenwich, CT: Information Age Publishing.
Waxman, H. C., & Padrón, Y. N. (2004). The uses of the Classroom Observation Schedule to improve classroom instruction. In H. C. Waxman, R. G. Tharp, & R. S. Hilberg, (Eds.), Observational research in U. S. classrooms: New approaches for understanding cultural and linguistic diversity (pp.72-96). Cambridge, United Kingdom: Cambridge University Press.
Padrón, Y. N., Waxman, H. C., & Rivera, H. H. (2002). Issues in educating Hispanic students. In S. Stringfield & D. Land (Eds.), Educating at risk students (pp. 66-88). Chicago, IL: National Society for the Study of Education.
Padrón, Y. N., Waxman, H. C., Powers, R. A., & Brown, A. (2002). Evaluating the effects of the Pedagogy to Improve Resiliency Program on English language learners. In L. Minaya-Rowe (Ed.), Teacher training and effective pedagogy in the context of student diversity (pp. 211-238). Greenwich, CT: Information Age.
Waxman, H. C., Gray, J., & Padrón, Y. N. (2002). Resiliency among students at risk of failure. In S. Stringfield & D. Land (Eds.), Educating at risk students (pp. 29-48). Chicago, IL: National Society for the Study of Education.
Waxman, H. C., & Padrón, Y. N. (2002). Research-based teaching practices that improve the education of English language learners. In L. Minaya-Rowe (Ed.), Teacher training and effective pedagogy in the context of student diversity (pp. 3-38). Greenwich, CT: Information Age.
Tong, F., & Liu, X. (2002). Vocabulary Level 4. In G. Zhou, L. Yu, & Y. Yang (Eds.) National Public English Testing System (PETS) vocabulary handbook. Shanghai, China: Shanghai Jiao Tong University Press.
Journal Articles
2010-Present
Beverly J. Irby, Fuhui Tong, Rafael Lara-Alecio, Cindy Guerrero, Wenhong Guo, Nahed Abdelrahman & Jiniva Serrano (2019) Teacher perceptions of the effectiveness of a science-infused literacy intervention for English language learners, Pedagogies: An International Journal, DOI: 10.1080/1554480X.2019.1673165
Tong, F., Guo, H., Wang, Z., & Min, Y. (in press). College students’ motivated learning strategies toward their majors: A comparative investigation [in Chinese]. Advances in Psychology.
Garza, T., Huerta, M., Spies, T. G., Lara-Alecio, R., Irby, B. J., & Tong, F. (accepted). Science classroom interactions and academic language use with English language learners. International Journal of Science and Mathematics Education.
Tong, F., Min, Y., Liu, Y., & Guo, H. (accepted). Measuring self-identity change related to English language learning and bilingual education among Chinese-speaking college students: An exploratory study. Asian Journal of Education and Training.
Irby, B. J., Lara-Alecio, R., Tong, F., Sutton-Jones, K. L., & Abdelrahman, N. (accepted). Implementation of research-based ESL strategies with lower grade middle school ELLs in the science classroom: Findings from an experimental study. TESL-EJ.
Garza, T., Huerta, M., Lara-Alecio, R., Irby, B. J., & Tong, F. (in press). Pedagogical differences during a science- and literacy-integrated intervention for English language learners. The Journal of Educational Research.
Spies, T. G., Lara-Alecio, L., Tong. F., & Irby. B., Garza, T., & *Huerta, M. (in press). The effects of developing language and literacy on Spanish reading comprehension. The Journal of Educational Research.
Irby, B. J., Tong, F., & Lara-Alecio, R. (2017). The many faces of entrepreneurship [in Chinese]. Journal of World Education (Chinese Ministry of Education), 17, 18-21.
Irby, B. J., Lara-Alecio, R., Tong, F., & Guerrero, C. (2017). Making spaces for learning with maker spaces [in Chinese]. Journal of World Education (Chinese Ministry of Education), 18, 6-9.
Tong, F. & Tang, S. (2017). English-medium instruction in Chinese university science classroom: An observation study. In Q. Dixon, J. Zhao, and Y. Sun (Eds.), English-medium instruction in Chinese Universities (pp. 128-144). Routledge.
Yang, P., Tong, F., Irby, B., Lara-Alecio, R., Ramos, N., & Walichowski, M. (2016). The effect of storytelling and retelling on oral performance of elementary students in English as a foreign language (EFL) program: An exploratory study in Mainland China and Taiwan. Asian Journal of Education and Training.
Huerta, M., Tong, F., Irby, B. J., & Lara-Alecio, R. (2016). Measuring and comparing academic language development and conceptual understanding via science notebooks. Journal of Educational Research. doi: 10.1080/00220671.2014.992582 [2013 5-year impact factor: 1.282]
Huerta, M., Irby, B. J., Lara-Alecio, R., & Tong, F. (2016). Relationship between language and concept science notebook scores of English language learners and/or economically disadvantaged students. International Journal of Science and Mathematics Education, 14(2), 269-285. doi: 10.1007/s10763-015-9640-7
Liu, Y. & Tong, F. (2016). Non-native English speakers’ self-reported use of listening strategy. Academic Exchange Quarterly, 20(2), 101-106.
Irby, B. J., Lara-Alecio, R., Lunenburg, F. C., & Tong, F. (2015). Qualitative critique: A heuristic tool for doctoral students to use in improving their research skills. Journal of Education and Literature, 3(2), 147-158.
Tong, F., Lara-Alecio, R., & Irby, B. J. (2015). Teachers’ perception of virtual professional development in a randomized control trial. International Journals of New Technology and Research, 1(7), 58-61.
Ramos, N. A., Irby, B. J., Brown, G., Tong, F., & Lara-Alecio, R. (2015). The impact of teachers’ native language on English language learners’ reading achievement in English and Spanish. International Journal of Education, 3(1), 1-15.
Tong, F., Luo, W., Irby, B. J., & Lara-Alecio, R., & Rivera, H. (2015, online first). Investigating the impact of professional development on teachers’ instructional time allocation and English learners’ cognitive and academic language development: A multilevel cross-classified approach. International Journal of Bilingual Education and Bilingualism. doi: 10.1080/13670050.2015.1051509 [2014 5-year impact factor: 1.253]
Corcoran, R. P., Ross, S. M., Irby, B. J., Tong, F., Lara-Alecio, R., & Guerrero, C. (2014). ELLA-V and technology usage in an English language and literacy acquisition validation randomized controlled trial study. World Journal of Educational Technology, 6(3), 291-307.
Tong., Irby, B. J., Lara-Alecio, R., Guerrero, C., Fan, Y., & Huerta, M. (2014). A randomized study of literacy integrated science intervention for low SES middle school students: Findings from first year implementation. International Journal of Science Education, 36(12), 2083-2109. Doi:10.1080/09500693.2014.883107.
Huerta, M., Lara-Alecio, R., Tong, F., & Irby, B. J., (2014). Developing and validating a science notebook rubric for fifth grade non-mainstream students. International Journal of Science Education, 36(11), 1849-1870. doi: 10.1080/09500693.2013.879623.
Tong, F. (2014). An investigation of research paradigms in two studies on Proposition 227. International Journal of Humanities and Social Sciences, 6(1), 1-4.
Cho, E., & Tong, F. (2014). Morphology-based cross language transfer from Korean to literacy acquisition in English and Chinese. Asian Journal of Humanities and Social Sciences, 2(1), 21-36.
Alvarez-Marinelli, H., Blanco, M., Lara-Alecio, R., Irby, B. J., Tong, F., Stanley, K., & Fan, Y. (2014). Computer assisted English language learning in Costa Rican elementary schools: An experimental study. Computer Assisted Language Learning (CALL), 29(1), 103-126. doi: 10.1080/09588221.2014.903977. [2014 impact factor 1.00]
Tong, F., Irby, B. J., Lara-Alecio, R., & Koch, J. (2014). Integrating literacy and science for fifth grade Hispanic current and former English language learners: From learning to read to reading to learn. Journal of Educational Research, 107(5), 410-426. doi: 10.1080/00220671.2013.833072.
Irby, B. J., Tong, F., Polnick, B., Lara-Alecio, R., Fan, Y. (2013). Early identification of English language learners for gifted education programs using the Hispanic Bilingual Gifted Screening Instrument: Teacher differences in judgements of students by gender. He Kupu Journal, 3(3), 89-99.
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.
White Papers & Research Briefs
White paper from Project English Language and Literacy Acquisition (ELLA)
February 4, 2019
Research Reviews
Written by: Roya Pashmforoosh, Ph.D. Student, Texas A&M University
February 9, 2018
Presentations
By Rafael Lara-Alecio, Beverly Irby, Fuhui Tong, Shifang Tang, Zhuoying Wang, and Kara Sutton-Jones
March 11, 2021