Immersion Bibliography Search Results
Found 492 matching records for: Struggling Learners
Arries, J. F. (1999). Learning disabilities and foreign languages: A curriculum approach to the design of inclusive courses. Modern Language Journal, 83(1), 98–110.
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Arteagoitia, I., Howard, E., Loguit, M., Malabonga, V., & Kenyon, D. (2010). The Spanish development contrastive spelling test: An instrument for investigating intra-linguistic and crosslinguistic influences on Spanish-spelling development. Bilingual Research Journal 29(3), 541-559.
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Arthur, G. (2004). Partial Spanish immersion program expands by offering academic excellence for all [Electronic version]. The ACIE Newsletter, 7(2). Retrieved from http://www.carla.umn.edu/immersion/acie/vol7/Feb2004_Partial_Spanish.html
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August, D. & Hakuta, K. (1997). Improving schooling for language-minority children: A research agenda. Washington, DC: National Academy Press.
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August, D. & Shanahan, T. (2006). Developing literacy in second language learners: Report of the National Literacy Panel on Minority-Language Children and Youth. Mahwah, NJ: Lawrence Erlbaum.
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Avalos, M. (2003). Effective second-language reading transition: From learner-specific to generic instructional model. Bilingual Research Journal, 27(2), 171–205.
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Baca, L. M. & Cervantes, H. T. (1991). Bilingual special education. ERIC Digest #496, ED333618. Washington, DC: ERIC Clearinghouse on Languages and Linguistics. Retrieved from http://www.ericdigests.org/pre-9219/education.htm
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Baca, L., & de Valenzuela, J.S. (2001). Development of the bilingual special education interface. In L. M. Baca, & H. T. Cervantes (Eds.), The bilingual special education interface (2nd ed.) (pp. 98–118). Upper Saddle River, NJ: Merrill.
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Bassetti, B. (2008). Orthographic input and second language phonology. In P. Thorsten, & M. Young-Scholten, Input matters in SLA (pp. 191–206). Clevedon, UK: Multilingual Matters.
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Beckman, P. (2002). Strategy instruction. Retrieved from http://www.ericdigests.org/2003-5/strategy.htm
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Bedore, L. & Peña, E. (2008). Assessment of bilingual children for identification of language impairment: Current findings and implications of practice. International Journal of Bilingual Education and Bilingualism, 11(1), 1–29.
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Bell, J. (1995). The relationship between L1 and L2 literacy: Some complicating factors. TESOL Quarterly, 29(4), 687–704.
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Bellis, T. (2004). Understanding auditory processing disorders in children [Electronic version]. Audiology Information Series, ASHA’s Consumer Newsletter, American Speech Language Hearing Association. Retrieved from http://www.asha.org/public/hearing/disorders/understand-apd-child.htm
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Bellis, T. (2004). Understanding auditory processing disorders in children. LD Online. Retrieved from http://www.ldonline.org/article/Understanding_Auditory_Processing_Disorders_in_Children
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Bellis, T. J. (2002). Developing deficit-specific intervention plans for individuals plans for individuals with auditory processing disorders. Seminars in Hearing, 23(4), 287–295.
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Bender, W. (2002). Chapter 7: Reading and literacy instruction for students with learning disabilities. Differentiating instruction for students with learning disabilities: Best teaching practices for general and special educators (pp. 140–166). Thousand Oaks, CA: Corwin Press.
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Bender, W. & Larkin, M. (2009). Reading comprehension in the content areas. In W. Bender, & M. Larkin, Reading strategies for elementary students with learning difficulties strategies for RTI (2nd ed.) (pp. 197–227). Thousand Oaks, CA: Corwin Press.
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Benjamin, A. (2003). Differentiating instruction for English language learners. In A. Benjamin, Differentiated instruction: A guide for elementary teachers (pp. 109–118). Larchmont, NY: Eye on Education.
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Bentz, J., & Pavri, S. (2000). Curriculum-based measurement in assessing bilingual students: A promising new direction. Diagnostique, 25(3), 229–248.
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Berg, C. (2003). The role of grounded theory and collaborative research. Reading Research Quarterly, 38(1), 105–111.
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