Immersion Bibliography Search Results
Found 492 matching records for: Struggling Learners
Bergstrom, M. (2006). Writing in a second language: Case studies dealing with the challenges faces and the strategies used by immersion students at secondary school. In S. Bjorklund, R. Mard-Miettinen, M. Bergstrom, & M. Sodergard (Eds.), Exploring dual-focused education: Integrating language and content for individual and societal needs (pp. 7–21). Vaasa, Finland: University of Vaasa.
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Bergström, M. (2002). Individuell andraspråksinlårning hos språkbadselever med skrivsvårigheter. Acta Wasaensia, Nr. 106, Språkvetenskap 23, 46(8), 295–323. Vasa, Finland: Universitas Wasaensis, Vaasan yliopisto
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Bernhard, J. K. (1993). The effects of early French immersion programs on the learning disabled: Two positions. Exceptionality Education Canada, 3(4), 1–18.
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Bernhardt, E. (2003). Challenges to reading research from a multilingual world. Reading Research Quarterly, 38(1), 112–117.
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Bernhardt, E. & Kamil, M. (1995). Interpreting relationships between L1 and L2 reading: Consolidating the linguistic threshold and the linguistic interdependence hypotheses. Applied Linguistics, 16(1), 15–34.
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Bernhardt, E. B. (1991). Reading development in a second language: Theoretical, empirical, and classroom perspectives. Norwood, NJ: Abelex.
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Bialystok, E. (2001). Bilingualism in development: Language, literacy and cognition. New York, NY: Cambridge University Press.
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Bialystok, E. (2005). The impact of bilingualism on language and literacy development. In T. Bhatia, & W. Ritchie (Eds.), The Handbook of Bilingualism (pp. 577–602). Lake Oswego, OR & Blackwood, NJ: Blackwell Publishing.
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Bialystok, E. (2009). Bilingualism: The good, the bad, and the indifferent. Bilingualism: Language and Cognition, 12(1), 3–11.
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Bialystok, E. (2009). Bilingualism: the good, the bad, and the indifferent. Bilingual: Language and Cognition, 12(1), 3-11.
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Bishop, D.V.M. (2004). Specific language impairment: Diagnostic dilemmas. In L. Verdhoeven, & H. van Balkom (Eds.), Classification of developmental language disorders: Theoretical issues and clinical implications (pp. 309–325). Mahwah, NJ: Lawrence Erlbaum.
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Boder, E., & Jarrico, S. (1982). The Boder test of reading-spelling patterns (Manual). New York, NY: Grune and Stratton.
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Boschung, S., & Roy, N. (1996). Ssues surrounding transfer out of French immersion: A literature review. Paper presented at the Association des Professeurs du Programme d’Immersion et du Programme Cadre (APPIPC) Conference. Nanaimo, Vancouver Island, BC, Canada.
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Boudreaux, E. (1994). Shared teaching strategies: Immersion language and special education. Presentation at the Advocates for Language Learning (ALL) conference. Anaheim, CA.
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Bourgoin, R. (March 2014). Inclusionary practices in French immersion: A need to link research to practice. Canadian Journal for New Scholars in Education/Revue canadienne des jeunes chercheures in education, 5(1), pp. 1-11.
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Bourgoin, R. (2011). Immersion and at-risk learners: What does the research say? Immersion Journal 33(3), 27-30.
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Bournot-Trites, M. (2004). The French-second-language peer tutoring programme. In Canadian Parents for French (Ed.), The state of French second language education in Canada (pp. 56–57). Ottawa, Ontario: Canadian Parents for French.
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Bournot-Trites, M. (2008). Fostering reading acquisition in French immersion. Retrieved from http://literacyencyclopedia.ca/index.php?fa=items.show&topicId=240
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Bournot-Trites, M., & Lee, E. (2001). Implementing and evaluating a school-based peer tutoring program, Report #2: Evaluating the program. Vancouver, British Columbia: British Columbia Teachers’ Federation.
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Boyd-Batstone, P. (2006). Supporting reading instruction. In P. Boyd-Batstone (Ed.), Differentiated early literacy for English language learners: Practical strategies (pp. 70–92). Boston, MA: Pearson Education.
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