Immersion Bibliography Search Results
Found 492 matching records for: Struggling Learners
Silva-Corvalan, C. (1991). Spanish language attrition in a contact situation with English. In H.W. Seliger & R.M. Vago (Eds.), First language attrition (pp. 151–171). New York: Cambridge University Press.
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Simon-Cereijido, G., & Gutierrez-Clellen, V. (2007). Spontaneous language markers of Spanish language impairment. Applied Psycholinguistics 28, 317-339.
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Simon-Cereijido, G., & Gutiérrez-Clellen, V. F. (2014). Bilingual education for all: Latino dual language learners with language disabilities. International Journal of Bilingual Education and Bilingualism, 17(2), 235-254.
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Snodgrass, L. L. (1993). Learning disabilities and theories of foreign language learning. Rehabilitation Education, 7, 59–66.
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Snow, C. (1983). Literacy and language: Relationships during the preschool years. Harvard Educational Review, 53(2), 165–189.
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Snow, C., & Hoefnagel-Hohle, M. (1977). Age differences in the pronunciation of foreign sounds. Language and Speech, 20(4), 357–365.
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Snow, C., Scarborough, H., & Burns, M. (1999). From oracy to literacy: A millennial perspective. Topics in Language Disorders, 20, 49–59.
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Sousa, D. A. (2001). How the brain learns: A classroom teacher’s guide (2nd ed.). Thousand Oaks, CA: Corwin Press.
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Sparks, R. (1995). Examining the linguistic coding difference hypothesis to explain individual differences in foreign language learning. Annals of Dyslexia, 45, 187–214.
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Sparks, R. (2016). Myths about foreign language learning and learning disabilities. Foreign Language Annals, 49(2), 252-270.
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Sparks, R. & Miller, K. (2000). Teaching a foreign language using multi-sensory structured language techniques to at-risk learners: A review. Dyslexia, 6, 124–132.
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Sparks, R. L. (2015). Language deficits in poor L2 comprehenders: The simple view. Foreign Language Annals, 48(4), 635-658.
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Sparks, R., & Ganschow, L. (1993). Searching for the cognitive locus of foreign language learning difficulties: Linking first and second language learning. The Modern Language Journal, 77, 289–302.
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Sparks, R., & Ganschow, L. (2001). Selected references on foreign language learning in relation to at-risk students and students with foreign language learning problems. ADFL Bulletin, 32, 65–70.
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Sparks, R., Artzer, M., Patton, J., Ganschow, L., Miller., Hordubay, D., et al. (1998). Benefits of multisensory language instruction for at-risk learners: A comparison study of high school Spanish students. Annals of Dyslexia, 48, 239–270.
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Sparks, R.L., Ganschow, L., & Patton, J. (1995). Prediction of performance in first-year foreign language courses: Connections between native and foreign language learning. Journal of Educational Psychology, 87(4), 638–655.
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St. Louis Park Public Schools. (n.d.). Signing strategies: A reading tool in the Spanish immersion classroom. Retrieved from http://www.rschooltoday.com/se3bin/clientgenie.cgi
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Staff Development for Educators. (2008). Teacher resources. Retrieved from http://www.sde.com/teacher-resources.asp
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Stahl, S. Jacobson, M. Davis, C, & Davis, R. (1989). Prior knowledge and difficult vocabulary in the comprehension of unfamiliar text. Reading Research Quarterly, 24, 27–41.
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Stanovich, K. (1986). Matthew effects in reading: Some consequences of individual differences in the acquisition of literacy. Reading Research Quarterly, 21, 360–407.
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