Immersion Bibliography Search Results
Found 492 matching records for: Struggling Learners
Ruiz, N. (1999). Effective literacy instruction for Latino students receiving special education services. Mexico and US Perspectives on disabilities (pp. 161–174). Tempe, AZ: Bilingual Review Press.
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Rulon, K. & McCreary, J. (1986). Negotiation of content: Teacher fronted and small-group interactions. In R. Day (Ed.), Talking to learn (pp. 182–199). Cambridge, MA: Newbury House.
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Rysiewicz, J. (2008). Cognitive profiles of (un)succesful FL learners: A cluster analytical study. The Modern Language Journal, 92(1), 87–99.
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Sacramento City Unified School District. (n.d.). What is differentiated instruction?
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Salomone, A. (1993). Immersion teachers: What can we learn from them? In J.W. Oller, Jr. (Ed.), Methods that work: Ideas for literacy and language teachers (pp. 129–135). Boston, MA: Heinle & Heinle.
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Sánchez, M., Parker, C., Akbayin, B., & McTigue, A. (2010). Processes and challenges in identifying learning disabilities among students who are English language learns in three New York state districts. Regional Education Laboratory, 85. National Center for Education Evaluation and Regional Assistance. Retrieved from http://ies.ed.gov/ncee/edlabs/projects/project.asp?projectID=116
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Santamaria, L., Fletcher, T., & Bos, C. (2002). Effective pedagogy for English language learners in inclusive classrooms. In A. Artiles, & A. Ortiz (Eds.), English language learners with special education needs (pp. 133–157). Center for Applied Linguistics, & Delta Systems, Co., Inc.
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Sax Mabbott, A. (1994). Students labeled learning disabled and the foreign language requirement: Background and suggestions for teachers. In C. A. Klee (Ed.), Faces in a crowd: The individual learner in multi-section courses (pp. 325–353). AAUSC: Heinle & Heinle.
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Scanlon, D., Gelzheiser, L., Vellutino, F., Schatschneider, C., & Sweeney, J. (2008). Reducing the incidence of early reading difficulties: Professional development for classroom teachers versus direct interventions for children. Learning and Individual Differences, 18, 346–359.
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Scarcella, R. C. & Oxford R. L. (1992). The tapestry of language learning: The individual in the communicative classroom. Boston, MA: Heinle & Heinle.
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Schwarz, R. (1997). Learning disabilities and foreign language learning: A painful collision. Retrieved from http://www.ldonline.org/article/Learning_Disabilities_and_Foreign_Language_Learning
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Schwarz, R. (1997). Accessing foreign language materials as a blind or low vision student. Mobility International USA. Retrieved from http://www.miusa.org/ncde/tipsheets/foreignlanguageandblind/infoguide/?searchterm=Accessing foreign language materials as a blind or low vision student
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Scott, B. J., Vitale, M. R., Masten, W. G. (1998). Implementing instructional adaptations for students with disabilities in inclusive classrooms: A literature review. Remedial and Special Education, 19, 106–119.
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Scribner, A. (2002). Best assessment and intervention practices with second language learners. In A. Thomas, & J. Grimes (Eds.), Best practices in school psychology IV (pp. 1485–1498). Bethesda, MD: National Association of School Psychologists.
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Semel, E. M., Wiig, E.H. & Secord, W. (1987). Clinical evaluation of language fundamentals--revised (CELF-R). San Antonio, TX: Psychological Corporation.
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Sexton, C., Gelhorn, H., Bell, J., & Classi, P. (2012). The co-occurrence of reading disorder and ADHD: Epidemiology, treatment, psychosocial impact, and economic burden. Journal of Learning Disabilities 46(6), 538-564.
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Seymour, P., Aro, M., & Erskine, J. (2003). Foundation literacy acquisition in European orthographies. British Journal of Psychology 94, 143-174.
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Shatil, E., Share, D., & Levin, I. (2000). On the contribution of kindergarten writing to grade 1 literacy: A longitudinal study in Hebrew. Applied Psycholinguistics, 21, 1–21.
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Shaywitz, S. & Shaywitz, B. (2007). The neurobiology of reading and dyslexia. The ASHA Leader, 12(12), 20–21.
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Sidhu, R. & Wade-Woolley, L. (2002). The Role of Language-specific Orthographic Awareness, Phonological Awareness and RAN in the Word Recognition of Second Grade French Immersion Students. Poster presented at the Annual Meeting of the Society for the Scientific Study of Reading, Chicago, IL.
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