ing specialized language- and literacy-intensive subject matter in the later elementary grades and beyond?

  • What individual differences in language experiences and abilities do students bring to K-12 education? Do these differences help to explain observed disparities in school achievement?

  • What do research findings suggest about how to intervene in pre-K and K-12 classrooms to develop aspects of language needed for school achievement? What is known about how to measure progress?

  • What are the most urgent priorities for research, from basic and translational science to dissemination research? In particular, what still needs to be understood about: (1) aspects of language needed for learning academic subjects, (2) effects of language differences on achievement gaps, and (3) instructional approaches or other interventions that develop essential language capacities for academic learning K-12 classrooms?



Welcoming Remarks

Kenji Hakuta (Committee Chair), Stanford University

Barbara Chow, Education Program Director, William and Flora Hewlett Foundation


Panel 1: Vocabulary and Academic Language

Moderator: Claude Goldenberg (Committee Member), Stanford University


Erika Hoff, Florida Atlantic University

Mary Schleppegrell, University of Michigan

Commissioned Papers:

Erika Hoff, Do Vocabulary Differences Explain Achievement Gaps and Can Vocabulary-Targeted Interventions Close Them?

Mary Schleppegrell, Language in Academic Subject Areas and Classroom Instruction: What Is Academic Language and How Can We Teach It?

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