Immersion Bibliography Search Results
Found 492 matching records for: Struggling Learners
Elbaum, B., Vaughn, S., Hughes, M. T., & Moody, S. W. (2000). How effective are one- to-one tutoring programs in reading for elementary students at risk for reading failure? A meta-analysis of the intervention research. Journal of Educational Psychology, 92(4), 605–619.
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Erdos, C., Genesee, F.,Savage, R. & Haigh, C.A. (in press). Individual differences in second language reading outcomes. International Journal of Bilingual Education and Bilingualism.
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Escamilla, K. (1992). Descubriendo la lectura: An application of reading recovery in Spanish (Final Report). ERIC Document (ED 356 622). Washington DC: Office of Educational Research and Improvement.
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Escamilla, K. (1994). Descubriendo la lectura: An early intervention literacy program in Spanish. Literacy Teaching and Learning: An International Journal of Early Reading and Writing, 1(1), 71–86.
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Escamilla, K. (2000). Bilingual means two: Assessment issues, early literacy and Spanish-speaking children. Conference Proceedings. Washington, DC: US Department of Education & Office of Bilingual Education and Minority Languages Affairs.
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Escamilla, K. (2000). Teaching literacy in Spanish. In J. V. Tinajero, & R. A. DeVillar (Eds.), The power of two languages 2000 (pp. 126–141). New York: McGraw-Hill.
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Escamilla, K. (2003). An examination of sustaining effects in Descubriendo La Lectura Programs. In C. Briggs, & S. Forbes (Eds.), Research in reading recovery (pp. 193–214). Portsmouth, NH: Heinemann.
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Escamilla, K., Loera, M., Rodriguez, Y. & Ruiz, O. (1998). An examination of sustaining effects in Descubriendo La Lectura programs. Literacy Teaching and Learning: An International Journal of Early Reading and Writing, 3(2), 59–81.
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Espin, C., & Wallace, T. (2004). Descriptive analysis of curriculum-based measurement literature (Working document). Minneapolis, MN: University of Minnesota Institute for Research on Progress Monitoring
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Espinosa, M. (2013). Early Education for Dual Language Learners: Promoting School Readiness and Early School Success. Washington, DC: Migration Policy Institute.
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Essama, L. (2006). Total immersion programs: What makes them remarkable? Presented at the annual meeting of the American Council on the Teaching of Foreign Languages, Nashville, TN.
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Essama, L. (2007). Total immersion programs: Assessment data demonstrate achievement in reading and math [Bridge insert]. The ACIE Newsletter, 11(1), 1–8. Retrieved from http://www.carla.umn.edu/immersion/acie/vol11/BridgeNov07.pdf
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Estrada, P. (2000). Pedagogy, professional development and reading performance in six linguistically diverse classrooms. Paper presented at the UC ACCORD First Annual Conference on Education and Equity: Research, Policy, & Practice. San Jose, CA.
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Fisher, T. (2004). Reading support for primary immersion students [Electronic version]. The ACIE Newsletter, 7(3), 1–2, 8, 15. Retrieved from http://www.carla.umn.edu/immersion/acie/vol7/May2004_Reading_Support.html
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Fitzgerald, J. (1995). English-as-second-language learners’ cognitive reading processes: A review of research in the United States. Review of Educational Research, 65, 145–190.
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Fitzgerald, J. (2003). Multilingual reading theory. Reading Research Quarterly, 38(1), 118–121.
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Fitzgerald, J., & Shanahan, T. (2000). Reading and writing relations and their development. Educational Psychologist, 35, 39–50.
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Flanagan, D., & Ortiz, S. (2002). Best practice in intellectual assessment: Future directions. In A. Grimes, & J. Thomas (Eds.), Best practices in school psychology IV (pp. 1351–1371). Bethesda, MD: National Association of School Psychologists.
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Florida Online Reading Professional Development. (2005). Reciprocal teaching, clarifying and summarizing. Florida Department of Education and University of Central Florida
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Forte, I., & Schurr, S. (2003). Curriculum and project planner for integrating learning styles, thinking skills, and authentic instruction. Nashville, TN: Incentive Publications, Inc.
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