Month: March 2020

🌹Monday’s Quote! 🌹

🌹Monday’s Quote just for you! 

🌹🌹🌹🌹🌹🌹🌹🌹🌹🌹🌹🌹🌹🌹🌹🌹🌹🌹🌹🌹🌹
🌹🌹🌹🌹🌹🌹🌹🌹🌹🌹🌹🌹🌹🌹🌹🌹🌹🌹🌹🌹🌹🌹🌹🌹🌹🌹🌹

🌹🌹🌹🌹🌹🌹🌹🌹🌹🌹🌹🌹🌹🌹🌹🌹🌹🌹🌹🌹🌹🌹//downloads.mailchimp.com/js/signup-forms/popup/unique-methods/embed.jswindow.dojoRequire([“mojo/signup-forms/Loader”], function(L) { L.start({“baseUrl”:”mc.us2.list-manage.com”,”uuid”:”cbf24935a27cb5f458ad62415″,”lid”:”418f1f8b09″,”uniqueMethods”:true}) })
from Fun To Teach – Grammar, Language, Math, ESL/ELD, Spanish, Reading, Writing, Centers and more! https://esleld.blogspot.com/2020/03/mondays-quote_30.html

💕 Check out this learning app!

Hello everyone 💕💕💕💕💕
I hope you and your families are healthy and happy.   There seems to be more time right now to check out the learning apps that are available.  Here is one I found.


Khan Academy Kids has apps by grade level that look very interesting.  Check out the apps and let me know what you think!  Here is what their website says:
Children can learn reading, language, writing, math, social-emotional development, problem-solving skills, and motor development. Open-ended activities and games like drawing, storytelling, and coloring encourage creativity and self-expression. A cast of adorable animal characters will guide children through lessons, and our adaptive learning path will customize their experience to help them master different skills.
Khan Academy Kids is completely free, forever — no ads and no subscriptions necessary. And we’re always adding new content to keep kids engaged, including books and songs from Super Simple Songs®, Bellwether Media, and National Geographic Young Explorer Magazine.



Let me know what apps you are finding!  I would love to hear from you!

💕💕💕💕
My best,
Lori 
 


from Fun To Teach – Grammar, Language, Math, ESL/ELD, Spanish, Reading, Writing, Centers and more! https://esleld.blogspot.com/2020/03/check-out-this-learning-app.html

The Power of Stories, Part 1: Researchers as Storytellers

One of the aims of TESOL’s Research Professional Council, as indicated in the TESOL Research Agenda, is to support the efforts of those new to conducting research. This blog post explores why stories are so important to sound research and how new researchers can communicate their project stories.

Understanding Research Through Storied Approaches

The impetus for this blog post stems from my frustration as a university student with a strong focus on linguistics. I remember grappling with seemingly impenetrable texts within the formulaic structure of journal articles. As someone who grew up on narratives of all types, I struggled to understand, and even more so to relate, to the content of most of what I read. The genre felt unnatural, and the style of writing unappealing.

What helped me develop as a student and teacher-researcher was following the work of authors who relied upon storied approaches to conveying ideas. I highly valued research that employed narrative and found that I am not alone; a quick search online provides an abundance of short articles and blog posts advancing the notion that the most influential researchers are essentially storytellers (Livni, 2016) and that science is unable to exist without telling stories (Enfield, 2018).

There is also an emerging body of empirical work on this topic. In one study, Hillier, Kelly, and Klinger (2016) found that articles on climate change were cited more frequently when they featured narrative elements. The authors suggested that narrative style may have an impact on uptake and engagement from readers. For me, it was through storied experience that I was able to maintain my attention and, subsequently, became more knowledgeable in my area. Over time, reading traditional texts within the academic formula became easier as I established a sound knowledge base. Through early encounters with narrative, I unlocked a wide range of texts and processed them more easily.

Balancing Narrative and Rigor: Four Key Elements

At a recent panel at the University of Sydney titled “Is Storytelling Bad for Science?” (University of Sydney, 2018), pros and cons of storytelling were debated. Notably, supporters of this approach argued that narratives engage and appeal to our natural mechanisms of understanding and memory. Opponents contended that in its purest sense, research is not storytelling, and storytelling may not provide necessary information that prepares people for conducting research. So how then do we merge these perspectives?

To those new to conducting research, I recommend embracing the narrative of your project and storying your findings in a way that appeals to readers while also adhering to technical rigor. A balance of technicality and narrative can be achieved in various ways. Following, I highlight four elements that I feel are key:

  1. Position yourself within the article and acknowledge your role in the research; do this while writing in the first person.
  2. Give readers as much information as possible about the context and participants. If feasible, provide details that illustrate where the research took place and who was involved while respecting confidentiality.
  3. Link findings back to contextual aspects and issues, reminding readers of why certain findings are important.
  4. Make use of opportunities to include supplementary material both through publishers’ outlets and on other platforms, such as personal self-archiving/sharing services, blogs, and professional websites. While academic journals have strict word limits, supplementary outlets provide additional space to tell a project’s story, which contributes to awareness and uptake of key findings and implications.

In a future post in the RPC blog series, I will introduce TESOL’s Research Stories Project as an exciting new endeavor from the RPC to afford an outlet for early-career researchers to share personal narratives stemming from their empirical explorations.

References

Enfield, N. (2018, July 20). Our job as scientists is to find the truth. But we must also be storytellers. The Guardian. https://www.theguardian.com/commentisfree/2018/jul/20/our-job-as-scientists-is-to-find-the-truth-but-we-must-also-be-storytellers

Hillier, A., Kelly, R., & Klinger, T. (2016). Narrative style influences citation frequency in climate change science. PLoS ONE, 11(12). https://doi.org/10.1371/journal.pone.0167983

Livni, E. (2016, December 29). Storytellers make the most influential scientific researchers. Quartz. https://qz.com/873889/storytellers-make-the-most-influential-scientific-researchers/

University of Sydney. (2018, July 31). Is storytelling bad for science? Sydney Ideas. https://sydney.edu.au/engage/events-sponsorships/sydney-ideas/2018/is-storytelling-bad-for-science.html

from TESOL Blog http://blog.tesol.org/the-power-of-stories-part-1-researchers-as-storytellers/

Taking Your Teaching Online

With the physical and social distancing surrounding COVID-19, educators are tasked with moving their physical classes into an online space. This is an exciting adventure; however, it can be equally as stressful. This is especially true under the conditions surrounding COVID-19.

To provide some scaffolding throughout this transition, this blog provides information about choosing between synchronous and asynchronous online learning, selecting a learning management system, selecting resources for virtual call-in classes, utilizing free resources, and possible online activities to integrate into your online class. These are fundamental areas to think about as you transition into online teaching.

1. Synchronous or Asynchronous Learning

As you transition your teaching online, it is important to think about whether you will focus on synchronous learning, asynchronous learning, or a hybrid of the two.

Synchronous learning online allows for online learning to include interactive chat rooms and video conference. This helps students to interact with the content, their teacher, and their fellow students. Students get quick feedback from others.

Asynchronous learning online allows for students to complete work independently online. This could include students watching a video or recorded lecture and then completing a task online on their own. The feedback to the student is not as fast; however, the independent work allows for flexibility.

Hybrid learning is a combination of synchronous and asynchronous learning. There are many pros and cons to both types of learning. While synchronous learning is more interactive and communicative, it does not always allow for the flexibility students need in order to complete tasks at home while balancing work and family. Therefore, you might consider incorporating both elements into your online class. This is similar to what you do in your physical classrooms regarding whole group, small group, and independent work.

As you move your teaching online, you will need to think about how you want to create and scaffold your virtual learning environment. To begin thinking about teaching online, take your current curriculum and start thinking about it in terms of these two buckets.

2. Select a Learning Management System

It is also important that you think about where and how you are going to store and disseminate information to your students. The best thing to do is to identify a learning management system (LMS) that you can use. Some schools and organizations pay for an LMS, such a BlackBoard, Canvas, and Moodle. It is a good idea to check with your host institution to determine what resources are available to you.

If you are not sure what is available or you do not have an LMS provided to you, consider using Google Classroom or Google Sites to share information with students. You can use these through your Gmail account.

Google Classroom is an online platform for teaching and learning. You can share resources, announcements, and assignments with students. Students can complete these assignments and turn them in via the Google Classroom. You are then able to provide feedback and keep track of grades. You are able to use other Google products as well, such as Google Docs and Google Forms. A Google Form is like a survey that can be used as a quiz for students. In addition, you can sync assignments and other information to Google Calendar and include your students. This is a great way to keep track of teaching and learning online.

Google Sites is more of a website that can be share with your students. This is a place to share a repository of resources, announcements, materials, and tools. If you are supporting a whole program or department, you might use this to share information with parents, provide additional learning resources, or just keep all information in one area.

The Google Suite is helpful in terms of creating a learning space for your community online. There are a plethora of LMS resources online. The best thing to do is first start by reaching out to your school, college/university, or organization. You can also connect with other educators in your community to see what they are using.

3. Select a Resource for Virtual Call-in Classes

As you determine how much synchronous learning you want to integrate into your online teaching, you will need to think about how you will host virtual meetings with your students. Having an online meeting with students is helpful to check in with them, hold discussions, and build community. There are many great programs that you can use to hold these virtual meetings. Here are a few to take a look at:

ZOOM: This is an online platform that allows you to hold audio/video meetings. You are able to message students, screenshare, record the meeting, and more. There is a free account version of ZOOM that allows the person running the meeting to host a meeting for free for 40 minutes. If someone pays for an account, they can hold a meeting for much longer. There are apps available for computers and smartphones.

Freeconferencecall.com: This is another product that allows you to hold audio and video meetings. You are also able to record meetings and screenshare. This is a free resource that can be used to meet and connect with students.

There are many other resources that you can use as well to connect with students. For example, you can use Google Hangouts, Go To Meeting, and Skype. Each offer different options, different prices, and different capacity levels in meetings. These can be helpful tools, depending on your student population and teaching/advising requirements.

4. Utilize Free Resources Online

There is no reason to re-create the wheel. With the onset of COVID-19, a myriad of organizations and businesses are sharing resources for free. Take a look at some of these free resources and use them to help promote lesson plans and discussions in your online learning space.

Free Animal Cams: Check out what animals are doing in zoos around the world. This is a hub for free, live footage. Individual zoos and aquariums also provide their own cameras. Use these videos to supplement a lesson on animal-related vocabulary, animal habitats, or wildlife in various parts of the world.

Free Virtual National Park Visits: Google Earth and Google Arts & Culture provide online free tours of national parks in the USA. This is a great way to “get outside” when are we teaching online and learn about various natural phenomena and land features.

Free Virtual Museum Visits: Many famous museums around the world are providing online, virtual tours. You can talk through museums and discuss art with your students.

You can provide these in your LMS system, create lessons, or screenshare with students during online video conferences. In addition to this, now is a great time to incorporate the use of open educational resources (OER) into your teaching—materials, lessons, and textbooks that are free to use, adapt, and share to your learning needs. To learn more, please check out OERCommons, Merlot, OpenStax, and Lumen Learning.

5. Online Activities to Try in Your Virtual Classroom

There are many ways you can teach online, and countless activities and lessons to try. Here are a few ideas to get you started—or keep you going strong.

Record a Video, Reading, or Lecture: Record yourself online using ZOOM or Screencastomatic. You can discuss a new topic, review information, and more. Then, you can share this information with students in your LMS. You could then ask them to write a journal response, complete a quiz, or participate in a forum. If you work with young learners, you might record yourself telling or reading a story.

Speaking and Listening Forums: Often, when people think of forums online, they think of reading and writing. However, many LMS systems allow for you to have students record themselves sharing their thoughts and have others record their responses. You could post a video or quote. Then, you could have students participate in a forum in this manner. This is also fun if you are focusing on specific pronunciation items or poem memorization.

Virtual Meeting Break Out Rooms: If you are used to having students work in small groups, consider using ZOOM or another online platform that allows for break out rooms. In ZOOM, for example, you can take all of your students online and have them break out into smaller virtual meetings. You can give them a task, check in with each group virtually, and then have them come back to report out to groups. This is great for reading discussions and peer feedback.

Testing Online: If you give tests or quizzes, consider moving these online. You can make these in your LMS system or via Google Forms. You can even pregrade the quiz so students get an instant grade and feedback. This is helpful if you are checking their comprehension in regards to a video they watched or a chapter they read. In Google Forms, you can embed the video into the quiz for them to complete.

Writing Feedback: Consider having your students complete assignments in Google Docs. They can share permission to edit the document with you. This way, you can give them feedback on their writing. You can also assign students to a partner, and they can provide peer feedback to one another; everyone can use a different color to give feedback on a document.

There are countless activities that you can incorporate into your online teaching. However, do not get overwhelmed. Try one thing at a time and see how it works. As you progress, you will be able to increase your confidence and take on more. Everyone is transitioning into this new teaching space, so be sure to check in with other educators in your area to see what they are doing.

6. Be Honest and Reflect

As you are looking to take your teaching online for the first time, your students are also, in most cases, taking their learning online for the first time. This is a new experience for everyone. It is good to be honest, check in with students, and reflect together. Talk about what is working, what adjustments can be made, and what needs still need to be met. This is a fluid time for everyone. Make sure to create the space online to reflect together and use this to build community and deepen learning.

Online teaching and learning provide a space to integrate new tools and new ideas. Remember that your new teaching context will not be the same as your old one; teaching online will not be the same as teaching in person. Consider going step-by-step during this transition. Do not feel like you need to integrate everything overnight. Be intentional with that assignments you assign, resources you use, and technology that you integrate.

If you have experience teaching English language learners online or have tried it recently for the first time, please share your experiences, obstacles, and suggestions in the comments section, below!

from TESOL Blog http://blog.tesol.org/taking-your-teaching-online/

Responding to COVID-19: Educator First Steps

The transition to social distancing and online teaching due to COVID-19 has required many educators to quickly and feverishly revamp their courses and teaching. Public schools and colleges, private language schools, and community programs are having to create a “Plan B” in order to keep students learning while also adapting to the changing pandemic paradigms. With all of this change, it is important to sit down, breathe, and create a plan.

While thinking about what you are going to teach and how you are going to teach is important, this is a time when we really need to focus on our students and build community. Before creating handouts or learning how to use a new online educational platform, consider doing the following.

1. Check In With Your Students

As we all face changing and uncertain times, the most important thing is to check in with your students. How you connect with students depends on their age, language level, and access to technology. Find a way to contact your students. This could be through email, an online virtual meeting, a letter in the mail, or a phone call. It is important that students know that you are a resource and that they have a way to contact you if they need something.

2. Connect Students to Resources

As schools and community resources change their hours and locations, take stock of where students can access food, unemployment support, and other important resources. If you work with an older population, find times when stores are open specifically for people over the age of 60. Social media is flowing with people sharing community resources and updates. Create a list of these resources and find a way to share these with students. As new resources become available, be sure that you are passing these along to students and their families.

3. Share COVID-19 Information

Make sure that students and their families are getting correct information about COVID-19. Share information from the Center for Disease Control and the World Health Organization. Many of these organizations also have COVID-19 handouts and resources in other languages. TESOL has a blog post, “Coronavirus Resources for ELT,” dedicated to curating many of these resources for you. If students have questions, be sure that you are sending them in the right direction. Social media is full of false information and anxious assumptions about the pandemic.

4. Put the Curriculum Down

Yes, meeting objectives and following your curriculum is important for standardized tests, course progression, and funding. However, now is the time to focus on creating an open and safe space for students to connect. If you are teaching online through virtual meetings, dedicate the next few weeks to connecting and reflecting together. With handouts or online assignments, ask folks to share how they are feeling and provide meaningful opportunities for the class to connect to the world and our current moment in time.

5. Reduce the Load

Everyone is worried about making ends meet, childcare, food insecurity, and other important issues. Our students are no different. During this time, with many things to juggle, it is not possible to ask students to complete the same amount of work that they might have done previously. This is not to say that students should not be held to a high quality of work or specific outcomes. It is to say that students do not deserve busy work. Students deserve meaningful assignments that can be done in a reasonable amount of time while they are also watching their children, trying to work, and managing changing social conditions. Think twice about the assignments that you are asking students to complete.

6. Connect With Your Community of Practice

As educators, there is a lot on our back right now to make sure that things are moving in the right direction. We act as educators, community members, parents, social workers, and more. However, we need to be sure that we are not emptying our own glasses to the point that we cannot support our students. This is a time to (1) share resources and online materials and (2) to reflect and debrief with others. If you’re a member of TESOL, go to your myTESOL community and join in a discussion with your ELT colleagues. Find time to talk on the phone or over an online virtual meeting with a work friend. That 10-minute conversation is often validating, refreshing, and motivating.

7. Self-Care Is the Most Important

As you are sharing resources with students and colleagues, make sure to make time for self-care. Many gyms and community centers are sharing free online training sessions, virtual yoga sessions, meditation sessions, and more. Make sure to take time to reflect and stay calm. These are also resources that you might share with students and your fellow educators—feel free to share them in the comments section, below! In addition to these resources that are online, be sure to think about how you are interacting with your computer. Take time to unplug. Open a book or take a walk. Your eyes and soul will thank you.

As things change in education over the coming weeks and beyond, it is important that we are checking in with ourselves, our students, and our community. This is the foundation for teaching and learning. Together, we are able to support each other through any surprises thrown our way. Stay safe and be well.

from TESOL Blog http://blog.tesol.org/responding-to-covid-19-educator-first-steps/

Great Remote Learning Websites for Elementary Kids

Hello everyone,
Wherever you are, my wish is that you and your family will remain safe from the COVID-19 virus.
As we teachers scramble to create remote and distant learning opportunities for our students I thought I would compile a list of great remote learning websites for elementary kids.  
Please feel free to download it and send this list home to families.  Click here to download.  

I also put together a Kindergarten remote learning package.
Check it out here!

Warm regards,
Lori 

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from Fun To Teach – Grammar, Language, Math, ESL/ELD, Spanish, Reading, Writing, Centers and more! https://esleld.blogspot.com/2020/03/great-remote-learning-websites-for.html

Coronavirus Resources for ELT

As the new coronavirus (COVID-19) evolves and spreads globally, closing down public venues, shuttering people in their homes, and suspending schooling, many teachers are left unsure what to do. English language learners and their families can find themselves in a particularly stressful place if they don’t have the language proficiency to fully understand the facts about the virus and discern truth from misinformation. Additionally, because the epicenter of the outbreak is located in China, some people identifying as Asian and Asian American have been the subject of racially charged bullying and aggression.

All of this means that it’s crucial to provide our students—English learners and proficient English speakers alike—and their families with accurate and updated information that they can comprehend, whether you’re still teaching face to face or all your classes have moved online. Here are some resources for teaching and learning to help you through this challenging time.

We’ll continue to update this blog post as more information and resources become available.

Resources for Schools and Teachers Serving English Learners

Coronavirus Resources (TESOL International Association)
TESOL provides a list of links from the World Health Organization, the Centers for Disease Control, and others to help you stay updated on the virus.

Coronavirus: Multilingual Resources for Schools (Colorín Colorado)
This page includes multilingual resources, fact sheets, and infographics.

Coronavirus Information Sheet (Ontario Ministry of Education)
This information sheet is available in 28 languages.

Poster: Stop Germs, Stay Healthy! (King County Health Department, Washington, USA)
This poster illustrating the proper way to wash hands and stop the spread of germs is available in 22 languages.

Public Service Announcement (Minnesota Department of Health)
This brief video about coronavirus is available in American Sign Language.

Sifting Through the Coronavirus Pandemic (Infodemic)
Before you teach about coronavirus, it’s important that you know the facts. This blog outlines the four steps that will allow you to sort fact from fiction on the web; these are great skills for teachers and learners alike.

For the Classroom: Teaching About Coronavirus

How Teachers Are Talking to Students About the Coronavirus (Education Week)
This article shares a few ways to address the virus with your students without causing undue stress or panic, as well as a few coronavirus lesson ideas.

Just For Kids: A Comic Exploring The New Coronavirus (NPR)
This comic is a great way to engage students in the discussion—in particular those who would benefit from visual scaffolding. A printable and foldable version is available.

Coronavirus Lesson (BrainPOP)
This lesson includes a 4-minute video, reading about viruses, vocabulary terms to preteach, a graphic organizer to help students separate facts from fears, and more.

Lesson of the Day: ‘What Is the Coronavirus? Symptoms, Treatment and Risks’ (The New York Times)
In this lesson, older students learn about the virus and how people are responding to it around the world.

Dealing With Coronavirus-Related Racism and Xenophobia

Speaking Up Against Racism Around the New Coronavirus (Teaching Tolerance)
This article covers the historical context behind racism around Asian American or Pacific Islander groups and how to interrupt racism and equip students with the skills to recognize and respond to bias.

Coronavirus: Protect Yourself and Stand Against Racism (Facing History and Ourselves)
This teaching idea provides an outline of facts about the virus, allows students to explore instances of coronavirus-related racism, and gives them the opportunity to become upstanders.

If you have resources about coronavirus or stories to share about teaching related to coronavirus, please share in the comments.

from TESOL Blog http://blog.tesol.org/coronavirus-resources-for-elt/

English Learners and K–3 Grade Retention

Spring is the time of year in many schools when serious discussions about retaining students begins. English learners (ELs) in K–3 are likely subjects these discussions. Teachers of ELs need to be advocates for their young students during these discussions. It’s my belief that grade retention isn’t usually helpful academically and it can be devastating emotionally.

Let’s look at a few study results from Buckmaster’s (n.d.) Grade Retention and ELLs: A Survey of Research and Best Practices.

  1. Retained students did not experience a benefit in their growth rate and made less progress compared to the randomly selected group of students (Silberglitt et al., 2006).
  2. First generation immigrants are more likely to be retained than ELs who are born in the United States (Soria & Stebleton, 2012).
  3. Retention was a negative predictor of academic self-concept and homework completion and self-esteem, but a positive predictor of inadequate motivation and school absenteeism (Martin, 2013).
  4. Student accounts of their experiences of being retained included things like
    1. the unhelpful nature of the repeat year, academically;
    2. social stigmatization by peers, primarily for being overage for grade level; and
    3. their own immediate and longer term emotional reactions to these academic setbacks and peer pressure (Penna & Tallerico, 2005).

Retention of English Learners in K–3

I would like to discuss grade retention of ELs who are in K–3 because it is my experience that this is where they are the most vulnerable. ELs are often retained because their literacy levels are not at grade level. Skills in reading,writing, and math are, in my opinion, related to ELs’ English language development (ELD) levels. I think it is discriminatory to retain ELs who have not yet had the time to become proficient in English. (See the Lau v. Nichols video on Colorín Colorado with Roger Rosenthal from the Migrant Legal Action Program.)

Many states now have laws that don’t allow students to be promoted to the fourth grade if they don’t pass their states’ English Language Arts Assessment in third grade. These laws seem discriminatory to ELs who may not reach this level at the appointed time because their ELD is lagging. At the very least, ELs need to have exemptions from these policies. Much research supports the idea that retention in a grade has to qualify as one of the most damaging and emotional obstacles for a student. It has been demonstrated in many studies that this archaic practice is ineffective (Levine, 2003).

I taught elementary ESL for 28 years and dealt with supporting and advocating for ELs that the school district wanted to retain. I was generally against retention in kindergarten if it was based on low scores on reading tests. I remember vividly Sergio, an EL from Russia, who spoke English well and was going to be exited at the end of the school year from ESL. His kindergarten teacher, whose opinion I respected, made a good case for retention. Sergio was immature and unable to focus on the math and reading content that had been taught during the school year. When we met with Sergio’s parents, however, they were against the retention and actively fought it. In the end, Sergio was not retained. When he reached fourth grade, his teacher told me that he was above grade level in reading and math. I think what the kindergarten teacher and I missed was that Sergio began to get a lot of parent support at home after we suggested retention. His parents had not realized how academic our kindergarten curriculum was. With time, he matured and was able to keep up with the academic content of his grade.

I worked with many teachers who wanted to retain my students because they did not meet the grade level standards for literacy. Let’s face it: If a student comes into school in kindergarten and is not on grade level in March, is this a reason for retention? I think not. We would not place a new arrival in first grade who spoke no English in kindergarten. We would give that child 2-3 years, at least, to catch up. Kindergarten students present a huge range of emotional and academic development levels. We can’t let the pressures of standardized testing drive our promotion decisions.

References

Buckmaster, J. (n.d.). Grade retention and ELLs: A survey of research and best practice. https://www.tesol.org/docs/default-source/education-programs/graderetentionandells-j-buckmaster.pdf?sfvrsn=1388e5dc_0

Levine, M. (2003) A Mind at a Time: America’s Top Learning Expert Shows How Every Child Can Succeed.

Martin, A. J. (2013). Holding back and holding behind: Grade retention and students’ non-academic and academic outcomes. British Educational Research Journal, 37(5), 739-763. https://doi.org/10.1080/01411926.2010.490874

Penna, A., & Tallerico, M. (2005). Grade retention and school completion through students’ eyes. The Journal of At-Risk Issues, 11, 13–16. http://dropoutprevention.org/wp-content/uploads/2015/05/JARI1101.pdf

Silberglitt, B., Appleton, J. J., Burns, M. K., & Jimerson, S. R. (2006). Examining the effects of grade retention on student reading performance: A longitudinal study. Journal of School Psychology, 44(4), 255–270. https://doi.org/10.1016/j.jsp.2006.05.004

Soria, K. M., & Stebleton, M. J. (2012). First-generation students’ academic engagement and retention. Teaching in Higher Education, 17(6), 673–685. https://doi.org/10.1080/13562517.2012.666735

from TESOL Blog http://blog.tesol.org/english-learners-and-k-3-grade-retention/