Literature-based cognitive strategy instruction for middle school Latina/o students

Journal of Adolescent and Adult Literacy

Volumn 40, Issue 2, 1996, Pages 84-91

  Jiménez, Robert T ^a   Gámez, Arturo ^a  

^a UNIVERSITY OF ILLINOIS AT URBANA CHAMPAIGN   (United States)

Author keywords

[No Author keywords available]

Indexed keywords

EID: 24244478443     PISSN: 10813004     EISSN: None     Source Type: Journal    
DOI: None     Document Type: Article

References (19)

1. Allen, R.V. (1968). How a language experience program works. In E.C. Vilscek (Ed.), A decade of innovations: Approaches to beginning reading (pp. 1-8). Newark, DE: International Reading Association.
2. Au, K.H. (1993). Literacy instruction in multicultural settings. Fort Worth, TX: Harcourt Brace Jovanovich.
3. Baker, L., & Brown, A.L. (1984). Metacognitive skills and reading. In P.D. Pearson (Ed.), Handbook of reading research (pp. 353-394). White Plains, NY: Longman.
4. Bos, C.S., & Vaughn, S. (1988). Strategies for teaching students with learning and behavioral problems. Needham Heights, MA: Allyn & Bacon.
5. de la Rosa, D., Maw, C.E., & Yzaguirre, R. (1990). Hispanic education: A statistical portrait 1990. Washington, DC: Policy Analysis Center, Office of Research, Advocacy, and Legislation, National Council of La Raza.
6. Ericsson, K.A., & Simon, H.A. (1984). Protocol analysis: Verbal reports as data. Cambridge, MA: MIT Press.
7. García, G.E., Stephens, D.L., Koenke, K.R., Harris, V.J., Pearson, P.D., Jiménez, R.T., & Janisch, C. (1995). Reading instruction and educational opportunity at the middle school level (Tech. Rep. 622). Urbana-Champaign, IL: University of Illinois, Center for the Study of Reading.
8. Goldenberg, C. (1996). The education of language minority children: Where are we and where do we need to go? Elementary School Journal, 96, 353-361.
9. Harris, V.J. (1993). Teaching multicultural literature. Norwood, MA: Christopher-Gordon.
10. Jiménez, R.T., García, G.E., & Pearson, P.D. (1995). Three children, two languages, and strategic reading: Case studies in bilingual/monolingual reading. American Educational Research Journal, 32(1), 31-61.
11. Jiménez, R.T., García, G.E., & Pearson, P.D. (1996). The reading strategies of Latina/o students who are successful English readers: Opportunities and obstacles. Reading Research Quarterly, 31, 90-112.
12. Macedo, D. (1994). Literacies of power. Boulder, CO: Westview.
13. National Education Association. (1990). Federal education funding: The cost of excellence. Washington, DC: Author.
14. Reyes, M. de la Luz. (1992). Challenging venerable assumptions: Literacy instruction for linguistically different students. Harvard Educational Review, 62, 427-446.
15. Samuels, S.J. (1988). Decoding and automaticity: Helping poor readers become automatic at word recognition. The Reading Teacher, 41, 756-760.
16. Tierney, R.J., Readence, J.E., & Dishner, E.K. (1990). Reading strategies and practices (3rd ed.). Boston: Allyn & Bacon.
17. Wade, S.E. (1990). Using think alouds to assess comprehension. The Reading Teacher, 43, 442-453.
18. Waggoner, D. (1991). Undereducation in America: The demography of high school dropouts. New York: Auburn House.
19. Waggoner, D. (1994). Language-minority school-age population now totals 9.9 million. NABE News, 18(1), 1, 24-26.