High Standards in Reading for Students from Diverse Language Groups: Research, Practice, and Policy
This volume presents the thoughtful work of several experts in reading, biliteracy and bilingualism as it bears upon the important questions of how we can best achieve and support literacy development in English language learning children and how literacy development can foster learning in general. It also focuses attention on the importance of high-quality research in this area and the continuing need for such research. Reading is a complex process, and understanding how best to provide evidence-based instruction to teach children to read is no less complex. Click here for the Summary Report.
Research Symposium Papers:
- Jack M. Fletcher, Panagiotis G. Simos, Bennett A. Shaywitz, Sally E. Shaywitz, Kenneth R. Pugh & Andrew C. Papanicolaou: Neuroimaging, Language and Reading: The Interface of Brain and Environment.
- Ragnhild Söderbergh: Reading and Writing as Language Acquisition from the First Year of Life.
- Aydin Yücesan Durgunoglu & Banu Öney: Cognitive and Sociocultural Dimensions of Cross-Language Transfer.
- Kathy Escamilla: Bilingual Means Two: Assessment Issues, Early Literacy and Spanish-Speaking Children.
- Barry McLaughlin, Diane August, Catherine Snow, Maria Carlo, Cheryl Dressler, Claire White, Teresa Lively, & David Lippman: Vocabulary Improvement and Reading in English Language Learners: An Intervention Study.
- Rosalinda B. Barrera & Robert T. Jiménez: Literacy Instruction for Bilingual Latino Students: Teachers' Experiences and Knowledge.
- Michael D. Guerrero and Kris Sloan: Descriptive Analysis of Four Exemplary K-3 Spanish Reading Programs in Texas: Are They Really Exemplary?
- Anna Uhl Chamot: Literacy Characteristics of Hispanic Adolescent Immigrants with Limited Prior Education presented.