Immersion Bibliography Search Results
Found 492 matching records for: Struggling Learners
Fortune, T (Facilitator). (2003, August). “Struggling learners’ discussion panel with educational specialists in immersion.” Focus group conducted at Meeting the Challenges of Immersion Institute, University of Minnesota, Minneapolis, MN.
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Fortune, T. & Menke, M. R. (2010). Struggling learners & language immersion education: Research-based, practitioner-informed responses to educators’ top questions (CARLA Publication Series). Minneapolis: University of Minnesota, The Center for Advanced Research on Language Acquisition.
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Fortune, T. W. (2001). Understanding immersion students' oral language use as a mediator of social interaction in the classroom. Unpublished doctoral dissertation, University of Minnesota, Minneapolis, MN.
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Fortune, T. W., & Arabbo, M. A. (2006). Attending to Immersion Language Proficiency at the Program Level. Presented at the Dual Language Immersion Pre-Conference Institute of the National Association of Bilingual Education (NABE), Phoenix, AZ.
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Fortune, T. W., & Tedick, D. J. (2003). What parents want to know about foreign language immersion programs. ERIC Digest, EDO-FL-03-04 Washington, DC: ERIC Clearinghouse on Languages and Linguistics. Retrieved from http://www.cal.org/resources/digest/0304fortune.html
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Fortune, T. W., Menke, M. R. (2010). Struggling learners and language immersion education. Minneapolis, MN: CARLA - University of Minnesota.
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Fortune, T., & Fernandez del Rey, C. (2003). Maximizing language growth through collaborative-creative writing [Bridge insert]. The ACIE Newsletter, 6(2), 1–8. Retrieved from http://www.carla.umn.edu/immersion/acie/vol6/bridge-6(2).pdf
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Fradd, S., & McGee, P. (1994). Instructional assessment. Reading, MA: Addison-Wesley.
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Freeman, D. & Freeman, Y. (1999). Struggling English language learners: Keys for academic success. TESOL Journal, 12(3), 5–10.
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Freeman, Y., Freeman, D., & Mercuri, S. (2005). Dual language essentials for teachers and administrators. Portsmouth, NH: Heinemann.
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Fuchs, D., & Fuchs, L. S. (2005). Responsiveness to intervention: A blueprint for practitioners, policymakers, and parents [Electronic version]. Teaching Exceptional Children, 38(1), 57–61. Retrieved from http://www.advocacyinstitute.org/resources/TEC_RtIblueprint.pdf
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Fuchs, L. (2004). The past, present, and future of curriculum-based measurement research. School Psychology Review, 33(2), 188–192.
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Fung, R. S-Y. (2009). Characteristics of Chinese in relation to language disorders. In Law, S. P., Weekes, B. S., & Wong, A. M-Y (Eds.), Language disorders in speakers of Chinese. Bristol: Multilingual Matters.
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Galambos, D. (2005). The Cooperative Learning Network. Retrieved from http://www-acad.sheridanc.on.ca/scls/coop/cooplrn.htm
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Ganschow, L., & Sparks, R. L. (2000). Reflections on foreign language study for students with language learning problems: Research, issues and challenges. Dyslexia, 6, 87–100.
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Ganschow, L., Sparks, R. L., & Javorsky, J. (1984). Foreign language learning difficulties: A historical perspective. Journal of Learning Disabilities, 31, 248–258.
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Garb, E. (1997). Dynamic Assessment as a teaching tool: Assessment for learning from assessment. English Teachers Network Israel. Retrieved from http://www.etni.org.il/etnirag/issue2/erica_garb.htm
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Garcia, G. (Ed.). (2003). English learners: Reaching the highest level of English literacy. Newark, DE: International Reading Association.
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Gardner, H. (1983). Frames of mind: The theory of multiple intelligences. New York: Basic Books.
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Gardner, H. (1999). Intelligence reframed: Multiple intelligences for the 21st century. New York: Basic Books.
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