Becoming a Reader and Writer in a Bilingual Special Education Classroom

Becoming a Reader and Writer in a Bilingual Special Education Classroom

Focuses on interactive journals and literature study to illustrate four principles: connect students' background knowledge and personal experiences with literacy lessons; foster the use of students' primary language in literacy lessons; create opportunities for students to meaningfully and...

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Veröffentlicht in:Language arts 2002-03, Vol.79 (4), p.297-309
Hauptverfasser: Ruiz, Nadeen T., Vargas, Eleanor, Beltrán, Angélica
Format: Artikel
Sprache:eng
Schlagworte:
Bilingual education
Bilingual Education Programs
Bilingual Students
Case Studies
Educational Environment
Elementary school students
Elementary schools
Grade 1
Grade 2
Hispanics
Instructional Effectiveness
Journal writing
Language arts
Language Proficiency
Language Tests
Learning disabilities
Learning environment
Literacy
Oral literature
Primary Education
Prior Learning
Reading
Reading instruction
Special Education
Special needs students
Teacher Student Relationship
Urban Schools
Writing instruction
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Zusammenfassung:Focuses on interactive journals and literature study to illustrate four principles: connect students' background knowledge and personal experiences with literacy lessons; foster the use of students' primary language in literacy lessons; create opportunities for students to meaningfully and authentically apply their developing oral language and literacy skills; and foster increased levels of interaction among students and teachers. (SG)
ISSN:0360-9170
1943-2402
DOI:10.58680/la2002242