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Reciprocal effects of morphological awareness, vocabulary knowledge, and word reading: A cross-lagged panel analysis in Chinese
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83 |
A Polite and Respectful Acceptance —— Implicit Function of Refusal in Chinese from Pedagogical Perspective
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In: Chinese Language Teaching Methodology and Technology (2021)
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84 |
Decoding abilities in adolescents with intellectual disabilities: the contribution of cognition, language, and home literacy
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85 |
Multidimensional perspectives on gender in Dutch language education: Textbooks and teacher talk
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86 |
Investigating Reading Comprehension in Adolescents with Intellectual Disabilities: Evaluating the Simple View of Reading
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87 |
Whose shoulders is health research standing on? Determining the key actors and contents of the prevailing biomedical research agenda
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89 |
The Literacies of Child-Led Research: Children Investigating and Acting on Their Worlds
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90 |
Choosing Dual Language Bilingual Education over English-only Programs: A Cultural-Historical Perspective of Immigrant Parents
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91 |
(Re)framing the Discourse of Parent Involvement:Calling on the Knowledge of Latinx Mothers
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Teaching Early Grade Literacy to Migrant Children from Central America and the Dominican Republic
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Abstract:
This resource aims at helping NYC teachers and educators adopt a culturally relevant approach to the teaching of literacy to migrant populations from Central America and the Dominican Republic. The focus is on early grades (K-1 and K-2), but the content can be used for other grades and populations struggling with literacy, such as students with interrupted formal education. The first two chapters describe and analyze the general and educational contexts in Central America and the Dominican Republic to help teachers identify the skills that their incoming students should have upon arrival. The third and last chapter guides teachers and educators on the use of culturally relevant pedagogy to teach early grade literacy. It integrates Central American and Dominican cultural tools and resources to explore the teaching or reading comprehension, phonological awareness, writing, and cultural awareness overall. This guide was produced in collaboration with the Central American and Early Literacy Network (RedLEI).
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Keyword:
Education; Immigrants; Literacy--Study and teaching; Literacy--Study and teaching (Elementary)
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URL: https://doi.org/10.7916/d8-wa5b-h919
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94 |
Theme-based Second Language Learning through Multimodal Experimental Animation
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In: Chinese Language Teaching Methodology and Technology (2021)
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Pharyngeal Constriction as a Cause for Late Acquisition and Speech Sound Disorders of Rhotic Sounds in English, Spanish, and French
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In: The Downtown Review (2021)
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96 |
Defending K-12 Education Against the New Racism
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In: Law Faculty Books (2021)
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A comparative Study of the Teaching of Chinese and Swahili Credit Courses at Burundi University
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In: Chinese Language Teaching Methodology and Technology (2021)
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Improving Chinese Language Learning through Collaborative Kahoot Mode
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In: Chinese Language Teaching Methodology and Technology (2021)
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Culturally Relevant Pedagogy in Teaching Proficiency through Reading and Storytelling
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In: Chinese Language Teaching Methodology and Technology (2021)
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Needs Analysis in Teaching Chinese for Special Purposes: From Theory to Practice
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In: Chinese Language Teaching Methodology and Technology (2021)
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