Immersion Bibliography Search Results
Found 492 matching records for: Struggling Learners
Tomlinson, C. A. (2000). Differentiation of instruction in the elementary grades. Retrieved from http://www.ericdigests.org/2001-2/elementary.html
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Tomlinson, C. A. (2001). How to differentiate instruction in mixed-ability classrooms (2nd ed.). Alexandria, VA: Association for Supervision and Curriculum Development.
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Tong, X., & McBride-Chang, C. (2009). Chinese-English biscriptal reading: Cognitive component skills across orthographies. Springer Science+Business Media 23(3), 293-310.
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Toppelberg, C. O., Snow, C. E., & Tager-Flusberg, H. (1999). Severe developmental disorders and bilingualism. Journal of the American Academy of Child and Adolescent Psychiatry, 38, 1197–1199.
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Torres Raborn, D. (1995). Mathematics for students with learning disabilities from language-minority backgrounds: Recommendations for teaching. New York State Association for Bilingual Education Journal, 10, 25–33.
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Trites, R. & Moretti, P. (1986). Assessment of readiness for primary French immersion: Grades four and five follow-up assessment: French Immersion Series. Ontario, Canada: Institute for Studies in Education.
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Trites, R. L. (1976). Children with learning difficulties in primary French immersion. The Canadian Modern Language Review, 33(2), 193–207.
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Tucker, B. (2006). Tucker signing strategies for reading. Retrieved from http://www.tuckersigns.com/index.html
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U.S. Department of Education. (n.d.). Legislation on special education and rehabilitative services. Retrieved from http://www.ed.gov/policy/speced/leg/edpicks.jhtml?src=ln
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Umbel, V. & Oller, D. K. (1994). Developmental changes in receptive vocabulary in Hispanic bilingual school in children. Language Learning, 44(2), 221–242.
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University of Oregon Center on Teaching and Learning. (n.d.). DIBELS. Retrieved from http://dibels.uoregon.edu/
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Vancouver School Board. (1994). Intervention levels for students with learning disabilities (Draft). Vancouver, BC, Canada:Vancouver School Board.
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Vaughn, S., et al. (2009). Response to early reading intervention: Examining higher and lower responders. Exceptional Children, 75(2), 165–183.
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Vaughn, S., Gersten, R., & Chard, D. (2000). The underlying message in LD intervention research. Council for Exceptional Children, 67, 99–114.
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Verhoeven, L. & Segers, E. (2004). Benefits of speech manipulation for children with language disorders. In L. Verhoeven, & H. van Balkom (Eds.), Classification of developmental language disorders: Theoretical issues and clinical implications (pp. 383–399). Mahwah, NJ: Lawrence Erlabum.
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Vermeer, A. (2001). Breadth and depth of vocabulary in relation to L1/L2 acquisition and frequency of input. Applied Psycholinguistics, 22(2), 217–234.
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Verplaetse, L. S. (1985). Mr Wonder-ful: Portrait of a dialogic teacher. In J. K. Hall, & L.S. Verplaetse (Eds.), Second and foreign language learning through classroom interaction (pp. 221–241). Mahwah, NJ: Lawrence Erlbaum.
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Virginia Commonwealth University, The Foreign Language Department. (2003). The instant access treasure chest: The foreign language teacher’s guide to learning disabilities. Retrieved from http://www.fln.vcu.edu/ld/ld.html
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Wade-Woolley, L. & Cormier, P. (2004). Effective reading intervention for children in French immersion. Research proposal submitted to the Spencer Foundation.
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Walker, E. (2010). Evaluation of a support intervention for senior secondary school English immersion. System, 38(1), 50–62.
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