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A Comparison of Curriculum Based Measures of Oral Reading Fluency
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62 |
A Practitioner Research Study Exploring Critical Literacy in a Secondary English Classroom
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63 |
Linguistic Features of Instructional Language during Read Aloud Lessons
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64 |
The Process of Co-Constructing and Implementing a Critical Literacy Unit for English Learners
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65 |
Teacher Participation In Online Professional Development: Exploring Academic Year Classroom Impacts
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66 |
Literature Circle and Gifted Students: Boosting Reading Motivation and Performance
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In: Georgia Educational Research Association Conference (2018)
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69 |
The effect of words their way on the word identification skills of second- grade students
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70 |
School Literacies, Youth Identities: Literacy and Ideology in a Remedial Reading Program
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In: ETD collection for University of Nebraska - Lincoln (2018)
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71 |
TEACHER PERCEPTIONS OF ONLINE SIOP® PROFESSIONAL DEVELOPMENT
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72 |
Prompting Rural Students' Use of Prior Knowledge and Experience to Support Comprehension of Unfamiliar Content
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73 |
READING TO DOGS: EFFECTS ON STUDENT ORAL READING FLUENCY, COMPREHENSION, AND READING MOTIVATION
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79 |
Learning to read and write polysyllabic words: the effects of morphology and context on the acquisition of whole-word representations in fourth and fifth grade
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80 |
Home-Based Literacy Interventions for English Language Learners: A Review of the Literature
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In: Lopez, Veronica. (2017). Home-Based Literacy Interventions for English Language Learners: A Review of the Literature. UC Riverside: Education. Retrieved from: http://www.escholarship.org/uc/item/73g006zp (2017)
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Abstract:
A large number of students do not achieve proficient levels in reading achievement. Further, an even higher percentage of students who are English language learners (ELLs) fail to reach reading proficiency across the nation – an achievement gap that has been consistent for decades (NAEP, 2015). With the ELL population continuously growing annually, it is important to focus efforts for improving skills of these students. Factors in the home environment, including parental involvement, are essential supports for children given that early literacy skill acquisition is predictive of emergent literacy skills, including oral language (Farver, Xu, Eppe, Lonigan, 2006; Farver, Xu, Lonigan, & Eppe, 2013). This paper will review the literature on home-based literacy interventions for ELLs and their families. Specifically, information will be gathered in order to form conclusions about the types of home-based literacy interventions in the research literature that are most effective. Further, this review will review existing cultural adaptations implemented in home-based interventions for ELL families and will discuss the cultural implications.
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Keyword:
Early childhood education; Emergent literacy skills; English as a second language; English language learners; Family literacy; home-based literacy interventions; parent intervention; Reading instruction; Storybook reading
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URL: http://www.escholarship.org/uc/item/73g006zp
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