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All fields Title Creator / Publisher Keyword Year AND OR AND NOT All fields Title Creator / Publisher Keyword Year AND OR AND NOT All fields Title Creator / Publisher Keyword Year AND OR AND NOT All fields Title Creator / Publisher Keyword Year AND OR AND NOT All fields Title Creator / Publisher Keyword Year Sort by creator [A → Z]' creator [Z → A]' publishing year ↑ (asc)' publishing year ↓ (desc)' title [A → Z]' title [Z → A]' Simple Search Page: 1 2 3 4 Hits 1 – 20 of 74 1 Learning English as an L2 in PreK: A Practice Perspective on Identity and Acquisition Bernstein, Katherine. - : eScholarship, University of California, 2014 In: Bernstein, Katherine. (2014). Learning English as an L2 in PreK: A Practice Perspective on Identity and Acquisition. UC Berkeley: Education. Retrieved from: http://www.escholarship.org/uc/item/4245n62j (2014) BASE Show details 2 Numerical Cognition in Bilingual Preschoolers Goldman, Meghan C.. - : eScholarship, University of California, 2014 In: Goldman, Meghan C.(2014). Numerical Cognition in Bilingual Preschoolers. UC Irvine: Psychology. Retrieved from: http://www.escholarship.org/uc/item/8pq313xp (2014) BASE Show details 3 Crossing Literacy Fronteras: Latino Immigrant Families' Literacy Practices In and Out of School Peer, Karisa Jessica. - : eScholarship, University of California, 2014 In: Peer, Karisa Jessica. (2014). Crossing Literacy Fronteras: Latino Immigrant Families' Literacy Practices In and Out of School. UCLA: Education 0249. Retrieved from: http://www.escholarship.org/uc/item/414025ph (2014) BASE Show details 4 The relationship between Latino preschoolers' book access and their conceptualizations of reading ... Brassell, Daniel Timothy. - : University of Southern California Digital Library (USC.DL), 2014 BASE Show details 5 The impact of access to books: Developing partnerships with Latino immigrant families through a preschool literacy program in an urban community ... Madrigal, Patricia. - : University of Southern California Digital Library (USC.DL), 2014 BASE Show details 6 Writing development of Korean heritage children ... Kwak, Jinjoo. - : University of Southern California Digital Library (USC.DL), 2014 BASE Show details 7 Sprachförderung zur Prävention von Bildungsmisserfolg ... Hasselhorn, Marcus; Sallat, Stephan. - : Schulz-Kirchner Verlag, 2014 BASE Show details 8 Does Employing the Wilsons Fundations Program Impact the Reading Growth of First Grade Students? Oglesbee, Heidi K In: http://rave.ohiolink.edu/etdc/view?acc_num=bgsu1398712529 (2014) BASE Show details 9 The Impact of Collaborative Talk During Writing Events In a First Grade Classroom: A Qualitative Case Study Kaiser, Brigette A In: http://rave.ohiolink.edu/etdc/view?acc_num=akron1404210562 (2014) BASE Show details 10 Sprachförderung zur Prävention von Bildungsmisserfolg Hasselhorn, Marcus; Sallat, Stephan In: Sallat, Stephan [Hrsg.]; Spreer, Markus [Hrsg.]; Glück, Christian W. [Hrsg.]: Sprache professionell fördern. Idstein : Schulz-Kirchner Verlag 2014, S. 28-39 (2014) BASE Show details 11 The effect of a professional development model on teachers' knowledge, beliefs and instructional practices in teaching early reading Scarparolo, Gemma. - : Edith Cowan University, Research Online, Perth, Western Australia, 2014 In: Theses: Doctorates and Masters (2014) BASE Show details 12 Engaging in Deep Cultural Learning through the Intersection of Multiple Contexts Northcote, Maria; Kilgour, Peter; Reynaud, Daniel... In: Australian Journal of Teacher Education (2014) BASE Show details 13 Peer group and friend influences on the social acceptability of adolescent book reading Merga, Margaret K In: Research outputs 2014 to 2021 (2014) BASE Show details 14 Understanding Biliteracy: Exploring the Lived Experiences of Bilingual Reading Specialists Cevallos, Tatiana Margarita In: Dissertations and Theses (2014) Abstract: Over the past 20 years, the United States has seen a rapid increase in school age students entering PK-12 schools for whom English is not their primary home language. These students are known as English learners (ELs). In Oregon, 77% of ELs speak Spanish and constitute the largest minority group, 21% of the total K-12 student enrollment in 2011-2012. With such potential for bilingualism in schools, bilingual teachers should be prepared to teach biliteracy effectively, especially in the early school years when students learn to read. There is an increasing demand for bilingual teachers in Oregon each year to teach in bilingual programs, particularly at the primary grade levels. However, for the most part, the emphasis of instruction and teacher preparation is on developing student English skills rather than supporting bilingualism (Flores, Sheets, & Clark, 2011; Macedo, Dendrinos, & Gounari, 2003; Wink, 2005). There is a need in Oregon to effectively prepare bilingual teachers who can help Spanish-speaking students develop biliteracy skills in the early grades. The purpose of this qualitative phenomenological study was to explore in depth the lived experiences among Oregon bilingual reading specialists in relation to biliteracy. The research question was "How do bilingual reading specialists understand the phenomena of teaching biliteracy to bilingual students?" Three themes emerged from the interviews conducted: collaboration, language and caring. The insights gained from the lived experiences of bilingual reading specialists can allow teacher educators, school district personnel, and state policy makers to better understand the phenomenon of developing biliteracy and change the way we prepare bilingual teachers in Oregon regarding biliteracy pedagogy. Recommendations are offered for stakeholders, such as the need to include courses in biliteracy as part of the initial teaching license, deliver courses in Spanish, and provide practicum experiences that prepare bilingual teachers and reading specialists to collaborate with colleagues and families. Also, it is important that some of the strategies identified at the state level as part of the English Learner Strategic Plan specifically focus on biliteracy and dual language programs. Keyword: and Multicultural Education; Bilingual; Bilingualism in children; Early Childhood; English language -- Study and teaching (Preschool); Kindergarten Teacher Education; Literacy -- Study and teaching (Preschool) -- Oregon; Multilingual; Pre-Elementary; Preschool children -- Language -- Study and teaching -- Oregon -- Bilingual method; Reading teachers -- Oregon -- Attitudes; Spanish language -- Study and teaching (Preschool) URL: https://pdxscholar.library.pdx.edu/cgi/viewcontent.cgi?article=2790&context=open_access_etds https://pdxscholar.library.pdx.edu/open_access_etds/1790 BASE Hide details 15 Multi-tiered Support Systems and Special Education Models for English Learners Brown, Julie Esparza In: Education Faculty Publications and Presentations (2014) BASE Show details 16 Vocabulary growth using nonfiction literature and dialogic discussions in preschool classrooms Marra, Gwen R.. - : University of South Dakota, 2014 BASE Show details 17 Literacy Instruction in Three Preschool Programs: A Multiple Case Study Lovejoy, Cherrie. - : Walden University, 2014 BASE Show details 18 Dual language learners in head start: Examining teaching strategies that promote English language development Hendricks, Dawn. - : Pepperdine University, 2014 BASE Show details 19 The role of music in language learning processes in a Mandarin immersion preschool Wang, Cai. - : Mills College, 2014 BASE Show details 20 Thematic Key Words for Special Needs and Inclusive Education ... European Agency For Special Needs And Inclusive Education. - : Zenodo, 2014 BASE Show details Page: 1 2 3 4

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