View Content #3012
| Contentid | 3012 |
|---|---|
| Content Type | 1 |
| Title | New Article: Using Literacy Assessment Results to Improve Teaching for English-Language Learners |
| Body | From: http://www.reading.org/publications/journals/rt/v58/i7/abstracts/RT-58-7-Helman.html Lori Helman This article focuses on how data from early literacy assessments can help teachers to better instruct English-language learning students. Data from 52 high-risk schools are used to compare the progress of English learners and English-only students on a variety of literacy assessments. Results reveal that a much higher percentage of Spanish-speaking students remain at the beginning reading level throughout the primary grades. A close-up look at the responses of two of these Spanish-speaking beginning readers provides teachers with insights into what is difficult for English learners, what they grasp more easily, and how they may use background knowledge in Spanish to tackle literacy tasks in English. For the complete abstract, visit: http://www.reading.org/publications/journals/rt/v58/i7/abstracts/RT-58-7-Helman.html |
| Source | The Reading Teacher |
| Inputdate | 2005-05-01 18:28:00 |
| Lastmodifieddate | 2005-05-01 18:28:00 |
| Expdate | Not set |
| Publishdate | 2005-05-02 00:00:00 |
| Displaydate | Not set |
| Active | 1 |
| Emailed | 1 |
| Isarchived | 1 |
