View Content #1178
| Contentid | 1178 |
|---|---|
| Content Type | 1 |
| Title | Bilingual Approaches Produce Higher Reading Achievement |
| Body | From:OELA Newsline Bilingual Approaches Produce Higher Reading Achievement Calling for an end to ideological debates on teaching English language learners to read, a new report, "Effective Reading Programs for English Language Learners: A Best-Evidence Synthesis," analyzing more than three decades of research finds that bilingual education programs produce higher levels of student achievement in reading than English-only approaches for this rapidly growing population. Today, about 20 percent of students in the United States come from homes in which English is not the primary language spoken. The analysis, conducted by Robert Slavin of the Johns Hopkins University and Alan Cheung of the Success for All Foundation, also found that students participating in paired bilingual programs -- those offering ongoing instruction in a native language and English at different times of the day -- made the most dramatic gains in reading performance compared to their English-only peers. To read the entire article, visit: http://www.eurekalert.org/pub_releases/2004-01/jhu-bap012304.php To view the report, visit: http://www.csos.jhu.edu/crespar/techReports/Report66.pdf |
| Source | OELA Newsline |
| Inputdate | 2004-01-28 18:43:00 |
| Lastmodifieddate | 2004-01-28 18:43:00 |
| Expdate | Not set |
| Publishdate | Not set |
| Displaydate | Not set |
| Active | 1 |
| Emailed | 1 |
| Isarchived | 1 |
