Teaching Bilingual Learners: Effects of a Language-Based Reading Intervention on Academic Language and Reading Comprehension in Grades 4 and 5

Students are expected to comprehend and produce increasingly complex texts in upper elementary school, and academic language and literacy skills are considered critical to meeting these expectations. Notions of academic language are also controversial and require careful deliberation when applied to...

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Veröffentlicht in:	Reading research quarterly 2020-01, Vol.55 (1), p.95-122
Hauptverfasser:	Proctor, C. Patrick, Silverman, Rebecca D., Harring, Jeffrey R., Jones, Renata Love, Hartranft, Anna M.
Format:	Artikel
Sprache:	eng
Schlagworte:	3‐Early adolescence Academic Language Bilingual Education Bilingual Students Bilingualism Cognitive Comprehension Control Groups Discussion Elementary education Elementary School Students English English language Experimental/Quasi‐experimental Grade 4 Grade 5 Grammar/Syntax Hedges Instructional strategies methods and materials Intervention Language Language Tests Linguistic Literacy Metalinguistic Awareness Minority Group Students Morphology (Languages) Negotiation Oral language Oral Language / Spoken Language Portuguese Portuguese language Quasi-experimental methods Reading Comprehension Reading Instruction Reading strategies Secondary school students Semantics Socio‐cultural Spanish Spanish language Standardized Tests Students Syntax Vocabulary Vocabulary—Morphology
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