Abstract
This mixed-methods study explored joining use of increasing-complex text with sound instructional practices on English Learners’ (ELs) academic language and conceptual knowledge. Findings showed one-week postintervention, ELs achieved significant academic vocabulary gains such that there were no differences between ELs and general education (GE) students. Moreover, six weeks postintervention, ELs’ academic language and conceptual knowledge closely approximated that of their GE peers. Findings suggest that carefully scaffolded use of increasingly-complex text holds promise in advancing ELs’ conceptual knowledge and academic language. Given the widespread use of simplified text as ELs’ primary reading curriculum—a practice that unintentionally delimits language and knowledge learning opportunities, and in turn, contributes to persistent achievement gaps—efforts aimed at identifying practices that build academic language and conceptual knowledge and in turn, enable access to complex text are of particular importance. If replicated in larger studies, teachers will have a clear alternative to such practices.