Research Publications

This study examines oral language development of 14 dual language learners ages 2.5 to 5.5 years in preschools in the Midwestern United States. They engaged in five key language uses: argue, explain, heuristic, recount, and request. Preschoolers 2.5 to 3.5 years only made simple requests or argued to meet their needs; the older cohort demonstrated a wider range of key language uses.

Released March 2016

This WIDA Focus Bulletin focuses on the needs of students who have limited or interrupted formal education (SLIFE). Because the vast majority of students in this group are enrolled in grades 6 through 12, we will focus on those grade levels. However, many of the tips and suggestions can be applied in lower grade levels as well. Throughout the bulletin we will explore academic and social-emotional factors that may affect this group of students, examine the benefits of building community partnerships, address how to assess student readiness levels, and offer a checklist of considerations for instructional planning.

Published May 2015
Authors: Lauren Keppler, Lucia Morales, Julia Cortada, Maria Austin

Released June 2015

Regardless of the growth model, aggregate test-score-based models of student growth require large and longitudinally connected samples of student data. When sample sizes are small it becomes impossible to reliably estimate and disentangle district, school and teacher effects from student growth data.

Published June 2015 
Author: Narek Sahakyan

Released June 2015

This report examines how Alternate ACCESS for ELLs serves as a tool that identifies English proficiency attainment for English learners with significant cognitive disabilities.

Published December 2014 
Author: H. Gary Cook

Released December 2014

This WIDA Focus Bulletin addresses how English Language Learners engage with technology within the classroom.

Published October 2014 
Authors: Meagan Rothschild, Julia Cortada

Released September 2014

This research report provides a description of a study examining school districts in the WIDA Consortium whose English language learners (ELLs) exhibit consistently high growth on the ACCESS for ELLs (ACCESS) assessment.

Published August 2014 
Authors: Narek Sahakyan, H. Gary Cook

Released August 2014

This 2012 report describes the development, validity and reliability of the WIDA MODEL assessment for Grades 6-8 and 9-12.

Released July 2014

This research brief reports preliminary results from a study of teachers’ successful experiences engaging English learners in collaborative learning with peers.

Released May 2014

This report describes key components of high quality professional development for educators of English language learners.

Published May 2014 
Author: Daniella Molle

Released May 2014

This WIDA Focus Bulletin explores the integral connection between language and culture for American Indian English Language Learners.

Published May 2014 
Authors: Rosalie Grant, Paula White, Julia Cortada, Sookweon Min

Released May 2014

This paper finds that many educators see the WIDA English language proficiency standards as a tool that can guide them in differentiating instruction and supporting language development among English language learners.

Released November 2013

The purpose of this WIDA Focus Bulletin is to provide guidance to teachers of English language arts (ELA) who are implementing the Common Core State Standards (CCSS) and working to respond to the specific needs of ELLs. In their treatment of academic language (or the language of school), the CCSS represent a departure from existing content standards.

Published November 2013
Authors: Daniella Molle, Mariana Castro, Julia Cortada, Leslie Grimm

Released November 2013

This paper focuses on the creation of an instructional hyper textbook that serves as a personal environment for learning a less-commonly-taught language, Turkish in this case. It shows how digital personal environments can advance self-regulated language learning in tandem with more formal learning strategies.

Released July 2013

This study examined the ways in which educators across the WIDA Consortium use WIDA’s English language proficiency standards, and in particular the model performance indicators (MPIs).

Published May 2013 
Author: Daniella Molle

Released May 2013

This report addresses three primary questions:
1. How do you determine a meaningful English language performance standard?
2. How do you establish a realistic, empirically anchored time frame for attaining a given ELP performance standard?
3. How can states take into account English learners’ English language performance level when setting academic progress and proficiency expectations?

Published May 2013

Released May 2013

This study investigated a coaching process in which state educational representatives (SEAs) and WIDA staff engaged during 2012. The purpose was to enhance the quality of the professional development offered by states to their educators.

Published May 2013 
Authors: Daniella Molle, Christie Reveles

Released May 2013

The goal of the analyses presented here is to identify a procedure for creating alternate composite scores on English language proficiency assessments without using all four domain test scores (i.e., listening, speaking, reading and writing).

Published April 2013 
Author: H. Gary Cook

Released April 2013

This 2012 report describes the development, validity and reliability of the WIDA MODEL assessment for Grades 1-2 and 3-5.

Released May 2012

This 16-state survey of school districts with fewer than 500 English language learners revealed that few district-level English language learner staff had formal preparation in educating English language learner or using English language proficiency standards. A wide school-level disparity existed between English as a second language or bilingual teachers and general education teachers in terms of their engagement with proficiency standards and assessment data.

Released April 2012