HR job title
- Professor
- Contact Info
- 1 979 845 3467
Lara-Alecio, Rafael Professor
Positions
- Faculty Fellow, Center for Health Systems and Design, School of Architecture
- Professor, Educational Psychology, School of Education and Human Development
- Overview
- Publications
- Research
- Teaching
- Works By Students
- Background
- Contact
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Overview
Publications
selected publications
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academic article
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Tong, F., Irby, B. J., Lara-Alecio, R., Guerrero, C., Tang, S., Sutton-Jones, K. L., & Ross, S. M.
(2023).
Designing and evaluating complex educational research to meet federal grant requirement: A demonstration of a funded large-scale protocol. 97, 102262-102262.
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Irby, B. J., Pashmforoosh, R., Lara-Alecio, R., Tong, F., Etchells, M. J., & Rodriguez, L.
(2023).
Virtual mentoring and coaching through virtual professional leadership learning communities for school leaders: a mixed-methods study. Mentoring & Tutoring.
31(1), 6-38.
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Abdelrahman, N., Irby, B. J., Lara-Alecio, R., Tong, F., & Elfarargy, H.
(2022).
Teachers of English learners: perceived motivators to becoming principals of high-needs schools. Journal of Educational Administration.
60(6), 597-613.
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Tang, S., Tong, F., Lara-Alecio, R., & Irby, B. J.
(2022).
Bilingual teachers' application of cooperative, collaborative, and peer-tutoring strategies in teaching cognitive content in a randomized control study. International Journal of Bilingual Education and Bilingualism.
25(8), 2788-2804.
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Irby, B. J., Pashmforoosh, R., Tong, F., Lara-Alecio, R., Etchells, M. J., Rodriguez, L., Prickett, C., & Zhao, Y.
(2022).
Virtual mentoring and coaching for school leaders participating in virtual professional learning communities. International Journal of Mentoring and Coaching in Education.
11(3), 274-292.
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Irby, B. J., Tong, F., Lara-Alecio, R., Tang, S., Guerrero, C., Wang, Z., & Zhen, F.
(2021).
Investigating the Impact of A Literacy-infused Science Intervention on Economically Challenged Students’ Science Achievement: A Case Study from A Rural District in Texas. Science Insights Education Frontiers.
9(1), 1123-1141.
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Li, J., Tong, F., Irby, B. J., Lara-Alecio, R., & Rivera, H.
(2021).
The effects of four instructional strategies on English learners' English reading comprehension: A meta-analysis. Language Teaching Research.
136216882199413-136216882199413.
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Tong, F., Zhang, H., Zhen, F., Irby, B. J., & Lara-Alecio, R.
(2021).
Supporting home literacy practices in promoting Chinese parents' engagement in their children's English education in low-SES families: An experimental study. International Journal of Educational Research.
109, 101816-101816.
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Lara-Alecio, R., Tang, S., Sutton-Jones, K. L., Irby, B. J., Tong, F., Jimenez, D. D., & Villarreal, E. G.
(2021).
Teachers' Pedagogical and Content Knowledge After Participation in Virtual Professional Development. International Journal of Virtual and Personal Learning Environments.
11(1), 64-86.
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Tong, F., Tang, S., Irby, B. J., Lara-Alecio, R., & Guerrero, C.
(2020).
Inter-rater reliability data of classroom observation: Fidelity in large-scale randomized research in education. Data in Brief.
29, 105303-105303.
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Tang, S., Tong, F., Irby, B. J., Lara-Alecio, R., & Guerrero, C.
(2020).
Fidelity of implementation in a randomized controlled trial study: The effect of virtual professional development on bilingual teachers. Bilingual Research Journal.
43(1), 111-124.
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Irby, B. J., Tong, F., Lara-Alecio, R., Guerrero, C., Guo, W., Abdelrahman, N., & Serrano, J.
(2020).
Teacher perceptions of the effectiveness of a science-infused literacy intervention for English language learners. Pedagogies.
15(1), 18-39.
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Tong, F., Tang, S., Irby, B. J., Lara-Alecio, R., & Guerrero, C.
(2020).
The determination of appropriate coefficient indices for inter-rater reliability: Using classroom observation instruments as fidelity measures in large-scale randomized research. International Journal of Educational Research.
99, 101514-101514.
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Lin, S., Luo, W., Tong, F., Irby, B. J., Alecio, R. L., Rodriguez, L., & Chapa, S.
(2020).
Data-based student learning objectives for teacher evaluation. Cogent Education.
7(1), 1713427.
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Tong, F., Irby, B. J., Lara-Alecio, R., Guerrero, C., Tang, S., & Sutton-Jones, K. L.
(2019).
The impact of professional learning on in-service teachers' pedagogical delivery of literacy-infused science with middle school English learners: a randomised controlled trial study in the U.S. Educational Studies.
45(5), 533-553.
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Garza, T., Huerta, M., Tong, F., Lara-Alecio, R., & Irby, B. J.
(2019).
A survival analysis of a language-infused science inquiry intervention for English learners. The Journal of educational research (Washington, D.C.).
112(3), 377-384.
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Tong, F., Tang, S., Irby, B. J., Lara-Alecio, R., Guerrero, C., & Lopez, T.
(2019).
A process for establishing and maintaining inter-rater reliability for two observation instruments as a fidelity of implementation measure: A large-scale randomized controlled trial perspective. Studies in Educational Evaluation.
62, 18-29.
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Garza, T., Huerta, M., Spies, T. G., Lara-Alecio, R., Irby, B. J., & Tong, F.
(2018).
Science Classroom Interactions and Academic Language Use with English Learners. International Journal of Science and Mathematics Education.
16(8), 1499-1519.
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Spies, T. G., Lara-Alecio, R., Tong, F., Irby, B. J., Garza, T., & Huerta, M.
(2018).
The effects of developing English language and literacy on Spanish reading comprehension. The Journal of educational research (Washington, D.C.).
111(5), 517-529.
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Garza, T., Huerta, M., Lara-Alecio, R., Irby, B. J., & Tong, F.
(2018).
Pedagogical differences during a science and language intervention for English language learners. The Journal of educational research (Washington, D.C.).
111(4), 487-496.
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Lara-Alecio, R., Irby, B. J., Tong, F., Guerrero, C., Koch, J., & Sutton-Jones, K. L.
(2018).
Assessing Conceptual Understanding via Literacy-Infused, Inquiry-Based Science among Middle School English Learners and Economically-Challenged Students. Education Sciences.
8(1), 27-27.
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Kwok, O., Lai, M., Tong, F., Lara-Alecio, R., Irby, B., Yoon, M., & Yeh, Y.
(2018).
Analyzing Complex Longitudinal Data in Educational Research: A Demonstration With Project English Language and Literacy Acquisition (ELLA) Data Using xxM. Frontiers in Psychology.
9(JUN), 790.
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Irby, B. J., Guerrero, C., Lara-Alecio, R., Sutton-Jones, K. L., Tong, F., & Abdelrahman, N.
(2018).
Implementation of Research-based ESL Strategies with Lower Grade Middle School ELLs in the Science Classroom: Findings from an experimental study. TESL-EJ.
22(1),
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Tong, F., Luo, W., Irby, B. J., Lara-Alecio, R., & Rivera, H.
(2017).
Investigating the impact of professional development on teachers' instructional time and English learners' language development: a multilevel cross-classified approach. International Journal of Bilingual Education and Bilingualism.
20(3), 292-313.
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Irby, B. J., Sutton-Jones, K. L., Lara-Alecio, R., & Tong, F.
(2017).
From MOOCs to MOOPILs: Pushing the Boundaries of Virtual Professional Development and Learning for Teachers. International Journal of Information Communication Technologies and Human Development.
9(1), 34-47.
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Huerta, M., Tong, F., Irby, B. J., & Lara-Alecio, R.
(2016).
Measuring and comparing academic language development and conceptual understanding via science notebooks. The Journal of educational research (Washington, D.C.).
109(5), 503-517.
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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), S269-S285.
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Yang, P., Tong, F., Irby, B. J., Lara-Alecio, R., Ramos, N., & Nava-Walichowski, M.
(2016).
The Effect of Storytelling and Retelling and Higher Order Thinking on Oral Performance of Elementary Students in English as Foreign Language (EFL) Program: A Pilot Study in Mainland China and Taiwan. Asian Journal of Education and Training.
2(1), 23-33.
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Alvarez-Marinelli, H., Blanco, M., Lara-Alecio, R., Irby, B. J., Tong, F., Stanley, K., & Fan, Y.
(2016).
Computer assisted English language learning in Costa Rican elementary schools: an experimental study. Computer Assisted Language Learning.
29(1), 103-126.
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Irby, B. J., Lunenburg, F. C., Lara-Alecio, R., & Tong, F.
(2015).
Qualitative Critique: A Heuristic Tool for Doctoral Students to Use in Improving their Research Skills. 3(4), 147-158.
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Tong, F., Irby, B. J., Lara-Alecio, R., & Koch, J.
(2014).
Integrating Literacy and Science for English Language Learners: From Learning-to-Read to Reading-to-Learn. The Journal of educational research (Washington, D.C.).
107(5), 410-426.
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Tong, F., Irby, B. J., Lara-Alecio, R., Guerrero, C., Fan, Y., & Huerta, M.
(2014).
A Randomized Study of a Literacy-Integrated Science Intervention for Low-Socio-economic Status Middle School Students: Findings from first-year implementation. International Journal of Science Education.
36(12), 2083-2109.
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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.
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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. 49(8), 987-1011.
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Cruz de Quiros, A. M., Lara-Alecio, R., Tong, F., & Irby, B. J.
(2012).
The effect of a structured story reading intervention, story retelling and higher order thinking for English language and literacy acquisition. Journal of Research in Reading.
35(1), 87-113.
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Tong, F., Lara-Alecio, R., Irby, B. J., & Mathes, P. G.
(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. The Journal of educational research (Washington, D.C.).
104(2), 87-99.
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Irby, B. J., Tong, F., & Lara-Alecio, R.
(2011).
The Mutual Symbiosis Between Inclusive Bi-lingual Education and Multicultural Education. Multicultural Perspectives.
13(3), 130-137.
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Tong, F., Irby, B. J., Lara-Alecio, R., Yoon, M., & Mathes, P. G.
(2010).
Hispanic English Learners' Responses to Longitudinal English Instructional Intervention and the Effect of Gender: A Multilevel Analysis. The Elementary School Journal.
110(4), 542-566.
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Lara-Alecio, R., Tong, F., Irby, B. J., & Mathes, P.
(2009).
Teachers' Pedagogical Differences During ESL Block Among Bilingual and English-Immersion Kindergarten Classrooms in a Randomized Trial Study. Bilingual Research Journal.
32(1), 77-100.
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Chaney, B. H., Eddy, J. M., Dorman, S. M., Glessner, L. L., Green, B. L., & Lara-Alecio, R.
(2009).
A primer on quality indicators of distance education. Health Promotion Practice.
10(2), 222-231.
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Tong, F., Irby, B. J., Lara-Alecio, R., & Mathes, P. G.
(2008).
English and Spanish Acquisition by Hispanic Second Graders in Developmental Bilingual Programs A 3-Year Longitudinal Randomized Study. Hispanic Journal of Behavioral Sciences.
30(4), 500-529.
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Tong, F., Lara-Alecio, R., Irby, B., Mathes, P., & Kwok, O.
(2008).
Accelerating Early Academic Oral English Development in Transitional Bilingual and Structured English Immersion Programs. American Educational Research Journal.
45(4), 1011-1044.
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Chaney, B., Eddy, J., Dorman, S., Glessner, L., Green, B., & Lara-Alecio, R.
(2007).
Development of an Instrument to Assess Student Opinions of the Quality of Distance Education Courses. American Journal of Distance Education.
21(3), 145-164.
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Lara-Alecio, R., Galloway, M., Irby, B. J., Rodrguez, L., & Gmez, L.
(2004).
Two-Way Immersion Bilingual Programs in Texas. Bilingual Research Journal.
28(1), 35-54.
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De la Colina, M. G., Parker, R. I., Hasbrouck, J. E., & Lara-Alecio, R.
(2001).
Intensive Intervention in Reading Fluency for At-Risk Beginning Spanish Readers. Bilingual Research Journal.
25(4), 503-538.
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Lara-Alecio, R., Irby, B. J., & Morales-Aldana, L.
(1998).
A Mathematics Lesson the Mayan Civilization. Teaching Children Mathematics.
5(3), 154-158.
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Lara-Alecio, R., Irby, B. J., & Ebener, R.
(1998).
Developing Academically Supportive Behaviors Among Hispanic Parents: What Elementary Teachers and Administrators Can Do. Preventing School Failure.
42(1), 27-32.
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Bruce, K. L., Lara-Alecio, R., Parker, R. I., Hasbrouck, J. E., Weaver, L., & Irby, B.
(1997).
Inside Transitional Bilingual Classrooms: Accurately Describing The Language Learning Process. Bilingual Research Journal.
21(2-3), 123-145.
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Gomez, R., Parker, R., Lara-Alecio, R., Weaver, L., & Gomez, L.
(1996).
Process Versus Product Writing with Limited English Proficient Students. Bilingual Research Journal.
20(3-4), 566-566.
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Gomez, R., Parker, R., Lara-Alecio, R., & Gomez, L.
(1996).
Process Versus Product Writing with Limited English Proficient Students. Bilingual Research Journal.
20(3-4), 565-565.
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Gomez, R., Parker, R., Lara-Alecio, R., & Gomez, L.
(1996).
Process Versus Product Writing with Limited English Proficient Students. Bilingual Research Journal.
20(2), 209-233.
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Gomez, L., Parker, R., Lara-Alecio, R., Ochoa, S. H., & Gomez, R.
(1996).
Naturalistic Language Assessment of LEP Students in Classroom Interactions. Bilingual Research Journal.
20(1), 69-92.
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Lara-Alecio, R., & Parker, R. I.
(1994).
A Pedagogical Model for Transitional English Bilingual Classrooms. Bilingual Research Journal.
18(3-4), 119-133.
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Esparza, A. M., Fleming, K., Zhang, H., Pang, H., Guerrero, C., Lara-Alecio, R., Irby, B. J., & Tong, F.
Investigating teachers use of literacy-infused science strategies: A mixed methods study. 2(1), 31.
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Shin, W., Irby, B., Tong, F., Lara-Alecio, R., AbdelRahman, N., & Schiller, P.
There Is No Monster Outside: It Is A Virus (Korean Version). 4(1), 1-14.
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Tong, F., Irby, B. J., Lara-Alecio, R., Guerrero, C., Tang, S., Sutton-Jones, K. L., & Ross, S. M.
(2023).
Designing and evaluating complex educational research to meet federal grant requirement: A demonstration of a funded large-scale protocol. 97, 102262-102262.
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book
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Irby, B., Brown, G. H., LaraAiecio, R., & Jackson, D.
(2013).
Handbook of Educational Theories. IAP.
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Irby, B., Brown, G. H., LaraAiecio, R., & Jackson, D.
(2013).
Handbook of Educational Theories. IAP.
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chapter
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Irby, B. J., Abdelrahman, N., & Lara-Alecio, R.
(2020).
Mentoring Across Teacher Career Stages. Oxford Research Encyclopedia of Education.
Oxford University Press (OUP).
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Irby, B. J., Abdelrahman, N., LaraAlecio, R., & Allen, T.
(2020).
Epistemological Beginnings of Mentoring. The Wiley International Handbook of Mentoring.
(pp. 19-28).
Wiley.
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Abdelrahman, N., Irby, B. J., Farargy, H. E., LaraAlecio, R., & Tong, F.
(2020).
Who Mentors Me? A Case Study of Egyptian Undergraduate Students. The Wiley International Handbook of Mentoring.
(pp. 309-326).
Wiley.
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Irby, B. J., Boswell, J., Abdelrahman, N., Lara-Alecio, R., & Tong, F.
(2017).
New Horizons for Mentoring Research: Exploring the Present and Past to Frame the Future. The SAGE Handbook of Mentoring.
(pp. 119-138).
SAGE Publications.
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Irby, B. J., Sutton-Jones, K. L., Lara-Alecio, R., & Tong, F.
(2016).
Informal Individual Learning via Virtual Professional Development. Professional Development and Workplace Learning.
(pp. 23-35).
IGI Global.
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Irby, B. J., Johnson, D., Abdelrahman, N., Gonzalez, E. M., Lara-Alecio, R., & Tong, F.
(2016).
A Website Analysis of Mentoring Programs for Latina Faculty at the 25 Top-Ranked National Universities. Global Co-Mentoring Networks in Higher Education.
(pp. 27-54).
Springer Nature.
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Irby, B. J., Abdelrahman, N., Tang, S., Yang, P. L., Phuong, T., Tong, F., & Lara-Alecio, R.
(2016).
Science achievement among economically challenged students in the United States: A scoping analysis. Science Education towards Inclusion.
(pp. 91-115).
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Irby, B. J., Sutton-Jones, K. L., Lara-Alecio, R., & Tong, F.
(2015).
Informal Individual Learning via Virtual Professional Development. Handbook of Research on Innovative Technology Integration in Higher Education.
(pp. 343-355).
IGI Global.
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LaraAlecio, R., & Irby, B. J.
(2014).
Culturally/Linguistically Diverse Gifted Students. Encyclopedia of Special Education.
Wiley.
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LaraAlecio, R., & Irby, B. J.
(2008).
Culturally/Linguistically Diverse Gifted Students. Encyclopedia of Special Education.
(pp. 596-600).
Wiley.
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Rodriguez, L., Irby, B. J., Brown, G., Lara-Alecio, R., & Galloway, M. M.
(2005).
NABE Review of Research and Practice, Volume 3. Gonzalez, V., & Tinajero, J. (Eds.),
NABE Review of Research and Practice.
(pp. 47-68).
Taylor & Francis.
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Irby, B. J., Abdelrahman, N., & Lara-Alecio, R.
(2020).
Mentoring Across Teacher Career Stages. Oxford Research Encyclopedia of Education.
Oxford University Press (OUP).
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conference paper
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Bruhn, R. A., Irby, B. J., Luo, M., Thweatt, W. T., & Lara-Alecio, R.
(2005).
A model for training bilingual school counselors. 145-161.
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Rodriguez, L., Irby, B. J., Brown, G., Lara-Alecio, R., & Galloway, M. M.
(2005).
An analysis of second grade reading achievement related to Pre-Kindergarten Montessori and transitional bilingual education. 45-65.
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Bruhn, R. A., Irby, B. J., Luo, M., Thweatt, W. T., & Lara-Alecio, R.
(2005).
A model for training bilingual school counselors. 145-161.
Research
principal investigator on
- Literacy-Infused Science Using Technology Innovation Opportunity (LISTO), a 5-Year Longitudinal Validation Project awarded by United States Department of Education - (Washington D.C., District of Columbia, United States) 2017 - 2021
- Empowering Teachers of English Language Learners (ETELL) awarded by United States Department of Education - (Washington D.C., District of Columbia, United States) 2016 - 2021
- English Language and Literacy Acquisition Validation Study (ELLA-V) awarded by United States Department of Education - (Washington D.C., District of Columbia, United States) 2013 - 2018
co-principal investigator on
- Massive Open Online Professional Informal Individual (MOOPIL) For Bilingual And ESL Teachers, Paraprofessionals, Administrators, And Families awarded by United States Department of Education - (Washington D.C., District of Columbia, United States) 2017 - 2022
- Preparing Academic Leaders: Teachers of English Learners Building Instructional Capacity-- Project PAL- awarded by United States Department of Education - (Washington D.C., District of Columbia, United States) 2017 - 2022
- Eco-Resilience NPD Program: Synergistically Connecting Multiple Environments for the Success of English Learners awarded by United States Department of Education - (Washington D.C., District of Columbia, United States) 2016 - 2021
Teaching
teaching activities
- BESL614 Besl Curriculum Dev Lang Instructor
- BESL615 Teacher Action Research Instructor
- BESL616 Span For Bilin/dual Lang Instructor
- BESL683 Field Practicum In Instructor
- BESL684 Profess Internship:in-ab Instructor
- BESL685 Directed Studies Instructor
- BESL691 Research Instructor
- BESL691 Research:in-ab Instructor
- BIED615 Teacher Action Research Instructor
- BIED682 Seminar Instructor
- BIED683 Field Practicum In Instructor
- BIED684 Profess Internship Instructor
- BIED684 Profess Internship: In-ab Instructor
- BIED684 Professional Internship Instructor
- BIED685 Directed Studies Instructor
- BIED691 Research Instructor
- BIED691 Research Instructor
- EPSY684 Profess Internship Instructor
- EPSY691 Research Instructor
- EPSY691 Research Instructor
Works By Students
chaired theses and dissertations
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Acosta, Sandra (2011-08). High-Stakes Reading Assessment and English Oral Language Development: A Study of Third Grade English Language Learners in a Texas School District.
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Chen, Chia-Yin (2005-08). Even Start family literacy program participants' perceptions of parenting education, an integral component in family literacy programs.
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Contreras-Vanegas, Alma Linda (2012-02). The Psychometric Properties of the Hispanic Bilingual Gifted Screening Instrument (HBGSI).
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Cox, Nano Kathleen (2009-05). Reading achievement of English language learners in 50/50 and 90/10 two-way dual language programs.
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Cruz de Quiros, Ana Migdalia (2008-10). Structured story reading and retell related to listening comprehension and vocabulary acquisition among English language learners.
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Diaz, Zulmaris (2004-12). Recruitment and retention of bilingual/ESL teacher candidates in teacher preparation programs in Texas..
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Eason, Noelle Rogers (2012-02). State Funding and the Equal Educational Opportunity of Language Minority Students: The Texas Public School Finance Mechanism and the Extent to Which English Language Learners Are Equitably Served.
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Esquierdo, Jennifer Joy (2003-05). Early identification of Hispanic English language learners for gifted and talented programs.
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Fan, Yinan (2014-08). Psychometric Validation of the Hispanic Bilingual Gifted Screening Instrument: An Item Response Theory Approach.
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Fultz, Monica V. (2006-05). Psychometric validation of the Hispanic Bilingual Gifted Screening Instrument (HBGSI).
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Garcia, Edith Posadas (2005-05). Using manipulatives and visual cues with explicit vocabulary enhancement for mathematics instruction with grade three and four low achievers in bilingual classrooms.
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Garza, Jr., Tiberio (2015-04). Examining Classroom Observation Instruments for English Language Learners: An Example of Proposing Causal Structure Pertaining to Pedagogy.
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Guerrero, Cindy Lynn (2015-08). Examining the Impact of Supplemental Direct Instruction Delivered by Bilingual Paraprofessionals to English Language Learners Struggling to Read in English.
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Huerta, Margarita (2013-04). The Impact of Science Notebook Writing on ELL and Low-SES Students' Science Language Development and Conceptual Understanding.
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Lynch, Julia Clare (2017-05). Storytelling and Retelling and Higher Order Thinking for English Language and Literacy Acquisition (Stella) for Immigrant Students.
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Myint, Ahmarlay (2014-04). An Examination of High-frequency Words in the STAAR End-of-course Exams and in an English Language Arts Textbook.
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Palacios, Yadira Taboada (2015-12). Investigating the English Oral Reading Fluency Development of Spanish-Speaking English Language Learners.
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Penn, Amber Bradshaw (2011-10). Phonemic Awareness and Its Impact on Emerging Spanish Literacy in Bilingual Classrooms.
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Rea, Marla (2013-12). An Exploratory Study of the Psychometric Properties of the Hispanic Bilingual Gifted Screening Instrument at Grades 6-12.
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Spies, Tracy (2012-07). Academic Language Proficiency Development and Its Impact on Reading Comprehension: Within and Across Languages.
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Tang, Shifang (2018-04). Examining the Impact of Virtual Professional Development and Teachers' Use of the Cooperative/Collaborative/Peer-Tutoring Strategies on English Learners' Reading Comprehension, Oral Reading Fluency, and Oral Expression.
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Tong, Fuhui (2009-05). Oral English development and its impact on emergent reading achievement: a comparative study of transitional bilingual and structured english immersion models.
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Trejo, Martha A. (2015-08). Implications for Dual Language Administrative Leadership: A Comparison of the English Reading Achievement of Third Grade Students among Three Instructional Programs in a Rural School District.
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Trevino, Elizabeth Pauline, 1978- (2012-11). The Effect of a Comprehensive English Language/Literacy Intervention in Bilingual Classrooms on the Development of English Reading Fluency for English-Language Learners, Grades 2-3.
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Walichowski, Miranda Fernande (2011-02). An Alternative Oral Proficiency and Expressive Vocabulary Assessment of Kindergarten English Language Learners.
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Yang, Pei-Lin (2015-04). The Impact of Story Reading and Retelling on the Oral Development of English Language Learners.
Background
education and training
- Ph.D. in Educational Psychology, University of Utah - (Salt Lake City, Utah, United States) 1991
- M.S. in Measurement, Evaluation and Research in Education, Universidad del Valle de Guatemala - (Guatemala City, Guatemala) 1974
- B.S. in Interdisciplinary Sciences, University of San Carlos of Guatemala - (Guatemala City, Guatemala) 1972
Contact
first name
- Rafael
has last name
- Lara-Alecio
mailing address
-
Texas A&M University
Educational Psychology
4225 TAMU
College Station, TX 77843-4225
USA
Other
In the News
- a-lara@tamu.edu