Tiered Texts: Supporting Knowledge and Language Learning for English Learners and Struggling Readers

This article, through an engaging analysis of classroom dialogue, describes how and why a tiered-text approach to reading can help all students meet high standards for comprehension and content.

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Bibliographische Detailangaben
Veröffentlicht in:	English journal 2011-05, Vol.100 (5), p.54-60
Hauptverfasser:	Moss, Barbara, Lapp, Diane, O'Shea, Mary
Format:	Artikel
Sprache:	eng
Schlagworte:	Academic Discourse Academic Language Academic learning Adolescents Advances in Teaching English British & Irish literature Course Content Critical literacy Educational Environment English (Second Language) English as a second language learning English language learners English literature Intervention Language Acquisition Language arts learning Language Proficiency Language Skills Learning Literacy Literacy Education Literary characters Literature National Competency Tests Pedagogy Prior Learning Reading comprehension Reading Difficulties Reading instruction Scaffolding (Teaching Technique) Scores Second Language Learning Shakespeare, William (1564-1616) Students Teachers Teaching Methods Theater Vocabulary Vocabulary Development
Online-Zugang:	Volltext
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Beschreibung
Zusammenfassung:	This article, through an engaging analysis of classroom dialogue, describes how and why a tiered-text approach to reading can help all students meet high standards for comprehension and content.
ISSN:	0013-8274 2161-8895
DOI:	10.58680/ej201114915