Immersion Bibliography Search Results
Found 492 matching records for: Struggling Learners
Klingner, J., Artiles, A., & Barletta, L. (2006). English language learners who struggle with reading: Language acquisition or LD? Journal of Learning Disabilities, 39(2), 108–128.
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Klingner, J.K. & Geisler, D. (2008). Helping classroom reading teachers distinguish between language acquisition and learning disabilities. In J.K. Klingner, J.J. Hoover & L.M. Baca (Eds.), Why do English language learners struggle with reading? Distinguish language acquisition from learning disabilities (pp. 60–61, 69-70, 72). Thousand Oaks, CA: Corwin Press.
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Kohnert, K. & Ebert, K.D. (2010). Beyond morphosyntax in developing bilinguals and "specific" language impairment. Applied Psycholinguistics, 31(2), 303–310.
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Kohnert, K., & Derr, A. (2004). Language intervention with bilingual children. In B. Goldstein (Ed.), Bilingual language development: A focus on Spanish-English speakers (pp. 311–338). Baltimore, MD: Brookes Publishing.
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Kohnert, K., Bates, E., & Hernandez, A. E. (1999). Balancing bilinguals: Lexical-semantic production and cognitive processing in children learning Spanish and English. Journal of Speech, Language, and Hearing Research, 42, 1400–1413.
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Kovelman, I., Baker, S., & Petitto, L. (2008). Age of first bilingual language exposure as a new window into bilingual reading development. Language and Cognition 11(2), 203-233.
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Kremer-Sadlik, T. (2005). To be or not to be bilingual: Autistic children from multilingual families. In J. Cohen, K. McAlister, K. Rolstad, & J. MacSwan (Eds.), Proceedings of the 4th International Symposium on Bilingualism (pp. 1225–1234). Somerville, MA: Cascadilla Press.
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Kruk, R. S., Reynolds, K. A. (2012). French immersion experience and reading skill development in at-risk readers. Journal of Child Language, 39(3), 580–610.
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Kuhl, P. (2007). Language Bilingualism, Education and Society. A presentation for the 101 year celebration of the Department of Speech-Language-Hearing Sciences, University of Minnesota, Minneapolis.
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Kuo, L., & Anderson, R. (2010). Beyond cross-language transfer: reconceptualizing the impact of early bilingualism on phonological awareness. Scientific Studies of Reading 14(4), 365-385. DOI: 10.1080/10888431003623470
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Laliberty, E. A. & Berzins, M. E. (2000). Creating opportunities for emerging biliteracy. Primary Voices K-6, 8(4), 11–18.
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Lavoie, R. (2005). Social skills autopsies: A strategy to promote and develop social competencies. Retrieved from http://www.ldonline.org/article/Social_Skill_Autopsies%3A_A_Strategy_to_Promote_and_Develop_Social_Competencies
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LeLoup, J. & Ponterio, R. (1997). Language education and learning disabilities. Language Learning & Technology, 1(1), 2–4.
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Lenz, K. & Schumaker, J. (1999). Adapting language arts, social studies, and science materials for the inclusive classroom. Reston, VA: The Council of Exceptional Children
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Leonard, L. B. (2000). SLI across languages. In L. B. Leonard (Ed.), Children with specific language impairment (pp. 89–117). Cambridge, MA: MIT Press.
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Lesaux, N. & Geva, E. (2006). Synthesis: Development of literacy in language-minority students. In D. August & T. Shanahan (Eds.), Developing literacy in second language and learners: Report of the national literacy panel on language-minority children and youth (pp. 53–74). Mahwah, NJ: Lawerence Erlbaum Associates Publishers.
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Lesaux, N., & Siegel, L. (2003). The development of reading in children who speak English as a second language. Developmental Psychology, 39, 1005–1019.
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Limbos, M., & Geva, E. (2001). Accuracy of teacher assessments of second-language students at risk for reading disability. Journal of Learning Disabilities, 34, 136–151.
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Lindholm-Leary, K. & Howard, E. (2008). Language development and academic achievement in two-way immersion programs. In T. Fortune & D. Tedick (Eds.), Pathways to multilingualism: Evolving perspectives on immersion education. Clevedon: Multilingual Matters.
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Lindsey, K., Manis, F., & Bailey, C. (2003). Prediction of first-grade reading in Spanish-speaking English-language learners. Journal of Educational Psychology, 95(3), 482–494.
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