-
1
-
-
28444449379
-
-
Artiles, A. J, & Ortiz, A, Eds, Washington, DC: Center for Applied Linguistics
-
Artiles, A. J., & Ortiz, A. (Eds.) (2002). English language learners with special education needs: Identification, assessment and instruction. Washington, DC: Center for Applied Linguistics.
-
(2002)
English language learners with special education needs: Identification, assessment and instruction
-
-
-
2
-
-
84979327016
-
The total physical response approach to second language learning
-
Asher, J. (1969). The total physical response approach to second language learning. Modern Language Journal, 53, 3-17.
-
(1969)
Modern Language Journal
, vol.53
, pp. 3-17
-
-
Asher, J.1
-
5
-
-
67549135520
-
-
Auman, M. (2002). Step up to writing repro- ducibles for grade 3-8 teachers. Longmont, CO: Sopris West.
-
Auman, M. (2002). Step up to writing repro- ducibles for grade 3-8 teachers. Longmont, CO: Sopris West.
-
-
-
-
6
-
-
67549127137
-
-
Longmont, CO: Sopris West
-
Auman, M., Karas, G., Sage, P., & Tyler, C. (2003). Step up to writing. Primary steps. Re- producibles for grade K-2 teachers. Longmont, CO: Sopris West.
-
(2003)
Step up to writing. Primary steps. Re- producibles for grade K-2 teachers
-
-
Auman, M.1
Karas, G.2
Sage, P.3
Tyler, C.4
-
7
-
-
33749177077
-
-
Baumann, J, & Kame'enui, E, Eds, New York: Guilford
-
Baumann, J., & Kame'enui, E. (Eds.). (2003). Vocabulary instruction: Research to practice. New York: Guilford.
-
(2003)
Vocabulary instruction: Research to practice
-
-
-
8
-
-
67549137301
-
-
Bell, N., & Lindamood, E (1998a). Vanilla Vocabulary. Level 1. A visualized/verbalized vocabulary booh. San Luis Obispo, CA: Gander.
-
Bell, N., & Lindamood, E (1998a). Vanilla Vocabulary. Level 1. A visualized/verbalized vocabulary booh. San Luis Obispo, CA: Gander.
-
-
-
-
12
-
-
67549141584
-
What is multisensory structured language instruction?
-
Birsh, J. (2006). What is multisensory structured language instruction? Perspectives, 32(4), 15-20.
-
(2006)
Perspectives
, vol.32
, Issue.4
, pp. 15-20
-
-
Birsh, J.1
-
15
-
-
67549130105
-
Teaching the structure of language through seeing, hearing and doing
-
Carraker, S. (2006). Teaching the structure of language through seeing, hearing and doing. Perspectives, 32(4), 24-28.
-
(2006)
Perspectives
, vol.32
, Issue.4
, pp. 24-28
-
-
Carraker, S.1
-
16
-
-
84970501182
-
Percentage of unknown vocabulary words in text as function of the relative difficulty of the text: Implications for instruction
-
Carver, R. P. (1994). Percentage of unknown vocabulary words in text as function of the relative difficulty of the text: Implications for instruction. Journal of Reading Behavior, 26, 413-437.
-
(1994)
Journal of Reading Behavior
, vol.26
, pp. 413-437
-
-
Carver, R.P.1
-
18
-
-
4344650877
-
Morphological awareness in developmental dyslexia
-
Casalis, S., Cole, E, & Sopo, D. (2004). Morphological awareness in developmental dyslexia. Annals of Dyslexia, 54, 114-138.
-
(2004)
Annals of Dyslexia
, vol.54
, pp. 114-138
-
-
Casalis, S.1
Cole, E.2
Sopo, D.3
-
19
-
-
0033084367
-
Phonological awareness and reading acquisition in English- and Punjabi speaking Canadian children
-
Chiappe, P., & Siegel, L. (1999). Phonological awareness and reading acquisition in English- and Punjabi speaking Canadian children. Journal of Educational Psychology, 91, 20-28.
-
(1999)
Journal of Educational Psychology
, vol.91
, pp. 20-28
-
-
Chiappe, P.1
Siegel, L.2
-
20
-
-
67549134187
-
Read between the lines
-
Greenville, SC: Super Duper
-
Conger, M. (2006). Read between the lines. Learning idioms by themes. Greenville, SC: Super Duper.
-
(2006)
Learning idioms by themes
-
-
Conger, M.1
-
21
-
-
84970305481
-
Linguistic interdependence and educational development of bilingual children
-
Cummins, J. (1979). Linguistic interdependence and educational development of bilingual children. Review of Educational Research, 49, 222-251.
-
(1979)
Review of Educational Research
, vol.49
, pp. 222-251
-
-
Cummins, J.1
-
22
-
-
67549096325
-
-
Cummins, J. (1984). Wanted: A theoretical framework for relating language proficiency to academic achievement among bilingual students. In C. Rivera (Ed.), Language proficiency and academic achievement (pp. 2-19). Cleve- don, United Kingdom: Multilingual Matters.
-
Cummins, J. (1984). Wanted: A theoretical framework for relating language proficiency to academic achievement among bilingual students. In C. Rivera (Ed.), Language proficiency and academic achievement (pp. 2-19). Cleve- don, United Kingdom: Multilingual Matters.
-
-
-
-
24
-
-
0033249352
-
Native language literacy and phonological memory as prerequisites for learning English as a foreign language
-
Dufva, M., & Voeten, M. (1999). Native language literacy and phonological memory as prerequisites for learning English as a foreign language. Applied Linguistics, 20, 329-348.
-
(1999)
Applied Linguistics
, vol.20
, pp. 329-348
-
-
Dufva, M.1
Voeten, M.2
-
25
-
-
0036961193
-
-
Durgunoglu, A. (2002). Crosslinguistic transfer in literacy development and implications for language learners. Annals of Dyslexia, 52, 189-204.Durgunoglu, A., Nagy, W, & Hancin-Bhatt, B. (1993). Cross-language transfer of phonological awareness. Journal of Educational Psychology, 85, 453-465.
-
Durgunoglu, A. (2002). Crosslinguistic transfer in literacy development and implications for language learners. Annals of Dyslexia, 52, 189-204.Durgunoglu, A., Nagy, W, & Hancin-Bhatt, B. (1993). Cross-language transfer of phonological awareness. Journal of Educational Psychology, 85, 453-465.
-
-
-
-
27
-
-
40149094075
-
Making the very most out of classroom read-alouds to promote comprehension and vocabulary
-
Edwards-Santoro, L., Chard, D., Howard, L., & Baker, S. (2008). Making the very most out of classroom read-alouds to promote comprehension and vocabulary. The Reading Teacher, 61(5), 396-408.
-
(2008)
The Reading Teacher
, vol.61
, Issue.5
, pp. 396-408
-
-
Edwards-Santoro, L.1
Chard, D.2
Howard, L.3
Baker, S.4
-
28
-
-
0003105852
-
Phoneme-grapheme knowledge is essential for learning to read in English
-
J. Metsala & L. Ehri Eds, Mahwah, NJ: Erlbaum
-
Ehri, L. (1998). Phoneme-grapheme knowledge is essential for learning to read in English. In J. Metsala & L. Ehri (Eds.), Word recognition in beginning literacy (pp. 3-40). Mahwah, NJ: Erlbaum.
-
(1998)
Word recognition in beginning literacy
, pp. 3-40
-
-
Ehri, L.1
-
30
-
-
0033657682
-
Systematic identification and intervention for reading difficulty: Case studies of children with EAL
-
Fawcett, A., & Lynch, L. (2000). Systematic identification and intervention for reading difficulty: Case studies of children with EAL. Dyslexia. International Journal of Research and Practice, 6, 57-71.
-
(2000)
Dyslexia. International Journal of Research and Practice
, vol.6
, pp. 57-71
-
-
Fawcett, A.1
Lynch, L.2
-
31
-
-
0006122307
-
Subtypes of dyslexia: An old problem revisited
-
B. A. Blachman Ed, Mahwah, NJ: Erlbaum
-
Fletcher, J. M., Morris, R., Lyon, R., Stuebing, K., Shaywitz, S., Shankweiler, D., Katz, L., & Shaywitz, B. (1997). Subtypes of dyslexia: An old problem revisited. In B. A. Blachman (Ed.), Foundations of reading acquisition and dyslexia (pp. 95-141). Mahwah, NJ: Erlbaum.
-
(1997)
Foundations of reading acquisition and dyslexia
, pp. 95-141
-
-
Fletcher, J.M.1
Morris, R.2
Lyon, R.3
Stuebing, K.4
Shaywitz, S.5
Shankweiler, D.6
Katz, L.7
Shaywitz, B.8
-
33
-
-
0029243385
-
Effects of direct instruction in phonology on the native skills and foreign aptitude of at-risk foreign language learners
-
Ganschow, L., & Sparks, R. (1995). Effects of direct instruction in phonology on the native skills and foreign aptitude of at-risk foreign language learners. Journal of Learning Disabilities, 28, 107-120.
-
(1995)
Journal of Learning Disabilities
, vol.28
, pp. 107-120
-
-
Ganschow, L.1
Sparks, R.2
-
34
-
-
0034167249
-
Reflections on foreign language study for students with language learning problems, research, issues, and challenges
-
Ganschow, L., & Sparks, R. (2000). Reflections on foreign language study for students with language learning problems, research, issues, and challenges. Dyslexia. International Journal of Research and Practice, 6, 87-100.
-
(2000)
Dyslexia. International Journal of Research and Practice
, vol.6
, pp. 87-100
-
-
Ganschow, L.1
Sparks, R.2
-
35
-
-
85010111941
-
Learning difficulties and foreign language learning: A review of research and instruction
-
Ganschow, L., & Sparks, R. (2001). Learning difficulties and foreign language learning: A review of research and instruction. Language Teaching, 34, 79-98.
-
(2001)
Language Teaching
, vol.34
, pp. 79-98
-
-
Ganschow, L.1
Sparks, R.2
-
36
-
-
0012627326
-
Learning a foreign language: Challenges for students with language learning difficulties. Dyslexia
-
Ganschow, L., Sparks, R., & Schneider, E. (1995). Learning a foreign language: Challenges for students with language learning difficulties. Dyslexia. International Journal of the British Dyslexia Association, 1, 75-95.
-
(1995)
International Journal of the British Dyslexia Association
, vol.1
, pp. 75-95
-
-
Ganschow, L.1
Sparks, R.2
Schneider, E.3
-
37
-
-
84927086036
-
-
Cambridge, United Kingdom: Cambridge University Press
-
Genesee, E, Lindholm-Leary, K., Saunders, W. M., & Christian, D. (2006). Educating English language learners: A synthesis of research evidence. Cambridge, United Kingdom: Cambridge University Press.
-
(2006)
Educating English language learners: A synthesis of research evidence
-
-
Genesee, E.1
Lindholm-Leary, K.2
Saunders, W.M.3
Christian, D.4
-
38
-
-
0010185461
-
Facilitating reading comprehension through flow-charting
-
Geva, E. (1983). Facilitating reading comprehension through flow-charting. Reading Research Quarterly, 15, 384-405.
-
(1983)
Reading Research Quarterly
, vol.15
, pp. 384-405
-
-
Geva, E.1
-
39
-
-
0013100566
-
The role of conjunctions in L2 text comprehension
-
Geva, E. (1992). The role of conjunctions in L2 text comprehension. TESOL Quarterly, 26, 731-747.
-
(1992)
TESOL Quarterly
, vol.26
, pp. 731-747
-
-
Geva, E.1
-
40
-
-
0033643434
-
Issues in the assessment of reading disabilities in L2 children- Beliefs and research evidence
-
Geva, E. (2000). Issues in the assessment of reading disabilities in L2 children- Beliefs and research evidence. Dyslexia. International Journal of Research and Practice, 6, 13-28.
-
(2000)
Dyslexia. International Journal of Research and Practice
, vol.6
, pp. 13-28
-
-
Geva, E.1
-
41
-
-
0000414958
-
-
Geva, E., & Siegel, L. (2000). Orthographic and cognitive factors in the concurrent development of basic reading skills in two languages. Reading and Writing: An Interdisciplinary Journal, 12, 1-30.
-
Geva, E., & Siegel, L. (2000). Orthographic and cognitive factors in the concurrent development of basic reading skills in two languages. Reading and Writing: An Interdisciplinary Journal, 12, 1-30.
-
-
-
-
42
-
-
0011968045
-
Individual differences in word recognition skills in SL children
-
Geva, E., Yaghoub-Zadeh, Z., & Schuster, B. (2000). Individual differences in word recognition skills in SL children. Annals of Dyslexia, 50, 121-154.
-
(2000)
Annals of Dyslexia
, vol.50
, pp. 121-154
-
-
Geva, E.1
Yaghoub-Zadeh, Z.2
Schuster, B.3
-
43
-
-
0036861960
-
The relationship between language and reading skills in bilingual Spanish-English speakers
-
Gottardo, A. (2002). The relationship between language and reading skills in bilingual Spanish-English speakers. Topics in Language Disorders, 22, 46-70.
-
(2002)
Topics in Language Disorders
, vol.22
, pp. 46-70
-
-
Gottardo, A.1
-
44
-
-
67549120723
-
Small talk
-
New York: Oxford University Press
-
Graham, C. (1986). Small talk. More jazz chants. New York: Oxford University Press.
-
(1986)
More jazz chants
-
-
Graham, C.1
-
45
-
-
67549099014
-
-
New York: Oxford University Press
-
Graham, C. (1988). Jazz chant fairy tales. New York: Oxford University Press.
-
(1988)
Jazz chant fairy tales
-
-
Graham, C.1
-
46
-
-
67549089425
-
-
New York: Oxford University Press
-
Graham, C. (1993). Grammar chants. New York: Oxford University Press.
-
(1993)
Grammar chants
-
-
Graham, C.1
-
51
-
-
67549084423
-
-
Henry, M., & Hook, P (2006). A look at multisensory structured language instruction. Perspectives, 32(4) entire
-
Henry, M., & Hook, P (2006). A look at multisensory structured language instruction. Perspectives, 32(4) (entire volume).
-
-
-
-
52
-
-
67549141585
-
-
Hinkel, E., & Fotos, S. (Eds.). (2002). New perspectives on grammar teaching in second language classrooms. Mahwah, NJ: Erlbaum.
-
Hinkel, E., & Fotos, S. (Eds.). (2002). New perspectives on grammar teaching in second language classrooms. Mahwah, NJ: Erlbaum.
-
-
-
-
53
-
-
79952710329
-
Unknown vocabulary density and reading comprehension
-
Hu, M., & Nation, I. (2000). Unknown vocabulary density and reading comprehension. Reading in a Foreign Language, 13, 403-430.
-
(2000)
Reading in a Foreign Language
, vol.13
, pp. 403-430
-
-
Hu, M.1
Nation, I.2
-
54
-
-
27644569668
-
Predicting foreign language reading achievement in elementary school students
-
Kahn-Horowitz, J., Shimron, J., & Sparks, R. (2005). Predicting foreign language reading achievement in elementary school students. Reading and Writing, 18, 527-558.
-
(2005)
Reading and Writing
, vol.18
, pp. 527-558
-
-
Kahn-Horowitz, J.1
Shimron, J.2
Sparks, R.3
-
55
-
-
33745638549
-
Weak and strong novice readers of English foreign language: Effects of first language and socioeconomic status
-
Kahn-Horowitz, J., Shimron, J., & Sparks, R. (2006). Weak and strong novice readers of English foreign language: Effects of first language and socioeconomic status. Annals of Dyslexia, 56, 167-185.
-
(2006)
Annals of Dyslexia
, vol.56
, pp. 167-185
-
-
Kahn-Horowitz, J.1
Shimron, J.2
Sparks, R.3
-
56
-
-
12744253243
-
The use of fluency-based measures in early identification and evaluation of intervention efficacy in schools
-
M. Wolf Ed, Boston: PRO-ED Publishing
-
Kame'enui, E., Simmons, C, Good, R., & Harn, B. (2001). The use of fluency-based measures in early identification and evaluation of intervention efficacy in schools. In M. Wolf (Ed.), Dyslexia, fluency, and the brain (pp. 307-332). Boston: PRO-ED Publishing.
-
(2001)
Dyslexia, fluency, and the brain
, pp. 307-332
-
-
Kame'enui, E.1
Simmons, C.2
Good, R.3
Harn, B.4
-
59
-
-
78649431321
-
Reading and language learning: Cross-linguistic constraints on second language reading development
-
Koda, K. (2007). Reading and language learning: Cross-linguistic constraints on second language reading development. Language Learning, 57, 1-44.
-
(2007)
Language Learning
, vol.57
, pp. 1-44
-
-
Koda, K.1
-
61
-
-
67549142036
-
-
Goldstein (Ed.), Bilingual language development and disorders in Spanish-English speaking speakers (pp. 311-338). Baltimore: Brookes.
-
Goldstein (Ed.), Bilingual language development and disorders in Spanish-English speaking speakers (pp. 311-338). Baltimore: Brookes.
-
-
-
-
62
-
-
65249188583
-
Revisiting and rethinking the reading process
-
Kucer, S., & Tuten, J. (2003). Revisiting and rethinking the reading process. Language Arts, 80(4), 284-290.
-
(2003)
Language Arts
, vol.80
, Issue.4
, pp. 284-290
-
-
Kucer, S.1
Tuten, J.2
-
63
-
-
0038769353
-
Moving the bottom: Improving reading fluency
-
M. Wolf Ed, Boston: PRO-ED
-
Levy, B. (2001). Moving the bottom: Improving reading fluency. In M. Wolf (Ed.), Dyslexia, fluency, and the brain (pp. 357-382). Boston: PRO-ED.
-
(2001)
Dyslexia, fluency, and the brain
, pp. 357-382
-
-
Levy, B.1
-
65
-
-
1642597195
-
-
McCardle, R, & Chhabra, V Eds, Baltimore: Brookes
-
McCardle., R, & Chhabra, V (Eds.). (2004). The voice of evidence in reading research. Baltimore: Brookes.
-
(2004)
The voice of evidence in reading research
-
-
-
67
-
-
67549134266
-
Hands-on English with
-
Bloomington, IN: Concepts, LCC
-
Menken, J. (2006). Hands-on English with linking blocks. The manipulative, multisensory grammar for general literacy, remedial, and English as a second language (E.S.L.) programs. Bloomington, IN: E3 Concepts, LCC.
-
(2006)
linking blocks. The manipulative, multisensory grammar for general literacy, remedial, and English as a second language (E.S.L.) programs
-
-
Menken, J.1
-
68
-
-
21844493028
-
The missing foundation in teacher education. The structure of spoken and written language. Knowledge of language is essential for teaching students with dyslexia
-
Moats, L. (1994). The missing foundation in teacher education. The structure of spoken and written language. Knowledge of language is essential for teaching students with dyslexia. Annals of Dyslexia, 44, 81-102.
-
(1994)
Annals of Dyslexia
, vol.44
, pp. 81-102
-
-
Moats, L.1
-
72
-
-
84979904408
-
Writing abilities in first and second language learners with and without reading disabilities
-
J. Kormos & E. Kontra Eds, Toronto: Multilingual Matters
-
Ndlovu, K, & Geva, E. (2008). Writing abilities in first and second language learners with and without reading disabilities. In J. Kormos & E. Kontra (Eds.), Language learners with special needs. An international perspective (pp. 36-62). Toronto: Multilingual Matters.
-
(2008)
Language learners with special needs. An international perspective
, pp. 36-62
-
-
Ndlovu, K.1
Geva, E.2
-
73
-
-
85050551570
-
An experiment with direct multisensory instruction in teaching word reading and spelling to Polish dyslexic learners of English
-
J. Kormos & E. Kontra Eds, Toronto: Multilingual Matters
-
Nijakowska, J. (2008). An experiment with direct multisensory instruction in teaching word reading and spelling to Polish dyslexic learners of English. In J. Kormos & E. Kontra (Eds.), Language learners with special needs. An international perspective (pp. 130-157). Toronto: Multilingual Matters.
-
(2008)
Language learners with special needs. An international perspective
, pp. 130-157
-
-
Nijakowska, J.1
-
74
-
-
84868993888
-
-
No Child Left Behind Act, 2001, 20 U.S.C. § 6301 e. seq
-
No Child Left Behind Act. (2001). 20 U.S.C. § 6301 e. seq.
-
-
-
-
75
-
-
84930559346
-
Factors predicting success in EFL among culturally different learners
-
Olshtain, E., Shohamy, E., Kemp, J., & Chatow, R. (1990). Factors predicting success in EFL among culturally different learners. Language Learning, 40, 23-4.
-
(1990)
Language Learning
, vol.40
, pp. 23-24
-
-
Olshtain, E.1
Shohamy, E.2
Kemp, J.3
Chatow, R.4
-
76
-
-
84963428932
-
Reciprocal teaching of comprehension fostering and monitoring activities
-
Palincsar, A., & Brown, A. (1984). Reciprocal teaching of comprehension fostering and monitoring activities. Cognition & Instruction, 1, 117-175.
-
(1984)
Cognition & Instruction
, vol.1
, pp. 117-175
-
-
Palincsar, A.1
Brown, A.2
-
77
-
-
0000327128
-
The development of strategic reading
-
R. Barr, M. Kamil, R Mosenthal & R Pearson Eds, New York: Longman
-
Paris, S., Wasik, B., & Turner, J. (1991). The development of strategic reading. In R. Barr, M. Kamil, R Mosenthal & R Pearson (Eds.), Handbook of reading research (Vol. 2; pp. 609-640). New York: Longman.
-
(1991)
Handbook of reading research
, vol.2
, pp. 609-640
-
-
Paris, S.1
Wasik, B.2
Turner, J.3
-
78
-
-
33750711129
-
Bilingual lexical development: Influences, contexts, and processes
-
B. Goldstein Ed, Baltimore: Brookes
-
Patterson, J., & Zurer-Pearson, B. (2004). Bilingual lexical development: Influences, contexts, and processes. In B. Goldstein (Ed.), Bilingual language development and disorders in Spanish-English speaking speakers (pp. 53-76). Baltimore: Brookes.
-
(2004)
Bilingual language development and disorders in Spanish-English speaking speakers
, pp. 53-76
-
-
Patterson, J.1
Zurer-Pearson, B.2
-
80
-
-
23744500291
-
Semantic development in Spanish-English bilin- guals: Theory, assessment and intervention
-
B. Goldstein Ed, Baltimore: Brookes
-
Pena, E., & Stubbe Kester, E. (2004). Semantic development in Spanish-English bilin- guals: Theory, assessment and intervention. In B. Goldstein (Ed.), Bilingual language development and disorders in Spanish-English speaking speakers (pp. 105-128). Baltimore: Brookes.
-
(2004)
Bilingual language development and disorders in Spanish-English speaking speakers
, pp. 105-128
-
-
Pena, E.1
Stubbe Kester, E.2
-
84
-
-
0035525012
-
How psychological science informs the teaching of reading
-
Rayner, K., Foorman, B., Perfetti, C, Pesetsky, D., & Seidenberg, M. (2001). How psychological science informs the teaching of reading. Psychological Science in the Public Interest, 2, 31-74.
-
(2001)
Psychological Science in the Public Interest
, vol.2
, pp. 31-74
-
-
Rayner, K.1
Foorman, B.2
Perfetti, C.3
Pesetsky, D.4
Seidenberg, M.5
-
89
-
-
67549089561
-
-
Schneider, E., & Crombie, M. (2003). Dyslexia and foreign language learning. Toronto: Taylor & Francis.
-
Schneider, E., & Crombie, M. (2003). Dyslexia and foreign language learning. Toronto: Taylor & Francis.
-
-
-
-
90
-
-
0033654595
-
Dynamic assessment and instructional strategies for learners who struggle learning a foreign language
-
Schneider, E., & Ganschow, L. (2000). Dynamic assessment and instructional strategies for learners who struggle learning a foreign language. Dyslexia, 6, 72-82.
-
(2000)
Dyslexia
, vol.6
, pp. 72-82
-
-
Schneider, E.1
Ganschow, L.2
-
92
-
-
0018727286
-
Shift of visual field preference for English words innative Hebrew speakers
-
Silverberg, R., Bentin, S., Gaziel, T., & Obler, M. (1979). Shift of visual field preference for English words innative Hebrew speakers. Brain and Language, 8, 184-190.
-
(1979)
Brain and Language
, vol.8
, pp. 184-190
-
-
Silverberg, R.1
Bentin, S.2
Gaziel, T.3
Obler, M.4
-
95
-
-
67549116799
-
-
New York: Harper Collins
-
Silverstein, S. (1996). Falling up. New York: Harper Collins.
-
(1996)
Falling up
-
-
Silverstein, S.1
-
97
-
-
21344459369
-
Examining the linguistic differences hypothesis to explain individual differences in foreign language learning
-
Sparks, R. (1995). Examining the linguistic differences hypothesis to explain individual differences in foreign language learning. Annals of Dyslexia, 45, 187-214.
-
(1995)
Annals of Dyslexia
, vol.45
, pp. 187-214
-
-
Sparks, R.1
-
98
-
-
0041808111
-
Benefits of multisensory structured language instruction for at-risk foreign language students
-
Sparks, R., Artzer, M., Patton, J., Ganschow, L, Miller, K., Hordubay, D., & Walsh, J. (1998). Benefits of multisensory structured language instruction for at-risk foreign language students. Annals of Dyslexia, 50, 239-272.
-
(1998)
Annals of Dyslexia
, vol.50
, pp. 239-272
-
-
Sparks, R.1
Artzer, M.2
Patton, J.3
Ganschow, L.4
Miller, K.5
Hordubay, D.6
Walsh, J.7
-
99
-
-
67549118386
-
The effects of a multisensory structured language approach on the native and foreign language aptitude skills of high-risk, foreign language learners: A follow-up study
-
Sparks, R., & Ganschow, L. (1993). The effects of a multisensory structured language approach on the native and foreign language aptitude skills of high-risk, foreign language learners: A follow-up study. Annals of Dyslexia, 43, 193-216.
-
(1993)
Annals of Dyslexia
, vol.43
, pp. 193-216
-
-
Sparks, R.1
Ganschow, L.2
-
100
-
-
0030639774
-
Foreign language proficiency of at-risk and non-at-risk learners over two years of foreign language instruction. A follow-up study
-
Sparks, R., Ganschow, L., Artzer, M., & Patton, J. (1997). Foreign language proficiency of at-risk and non-at-risk learners over two years of foreign language instruction. A follow-up study. Journal of Learning Disabilities, 20,92-98.
-
(1997)
Journal of Learning Disabilities
, vol.20
, pp. 92-98
-
-
Sparks, R.1
Ganschow, L.2
Artzer, M.3
Patton, J.4
-
101
-
-
0011614230
-
Differences in native language skills, foreign language aptitude, and foreign language grades among high, average, and low proficiency learners: Two studies
-
Sparks, R., Ganschow, L., Artzer, M., Siebenhar, D., & Plageman, M. (1998). Differences in native language skills, foreign language aptitude, and foreign language grades among high, average, and low proficiency learners: Two studies. Language Testing, 15, 181-216.
-
(1998)
Language Testing
, vol.15
, pp. 181-216
-
-
Sparks, R.1
Ganschow, L.2
Artzer, M.3
Siebenhar, D.4
Plageman, M.5
-
102
-
-
0009930034
-
Using Orton Gillingham methodologies to teach language to learning disabled dyslexic students. Explicit teaching of phonology in a second language
-
Sparks, R., Ganschow, L., Kenneweg, S., & Miller, K. (1991). Using Orton Gillingham methodologies to teach language to learning disabled dyslexic students. Explicit teaching of phonology in a second language. Annals of Dyslexia, 41, 96-118.
-
(1991)
Annals of Dyslexia
, vol.41
, pp. 96-118
-
-
Sparks, R.1
Ganschow, L.2
Kenneweg, S.3
Miller, K.4
-
103
-
-
61849118753
-
-
Sparks, R., Ganschow, L., & Patton, J. (2008). LI and L2 literacy, LI and L2 aptitude, and L2 affective variables as discriminators among high and low-achieving, LD, and ADHD L2 learners. In J. Kormos & E. Kontra (Eds.), Language learners with special needs: An international perspective (pp. 11-35). Toronto: Multilingual Matters.
-
Sparks, R., Ganschow, L., & Patton, J. (2008). LI and L2 literacy, LI and L2 aptitude, and L2 affective variables as discriminators among high and low-achieving, LD, and ADHD L2 learners. In J. Kormos & E. Kontra (Eds.), Language learners with special needs: An international perspective (pp. 11-35). Toronto: Multilingual Matters.
-
-
-
-
104
-
-
0348198430
-
Prediction of foreign language proficiency
-
Sparks, R., Ganschow, L., Patton, J., Artzer, M., Siebenhar, D., & Plageman, M. (1997). Prediction of foreign language proficiency. Journal of Educational Psychology, 89, 549-561.
-
(1997)
Journal of Educational Psychology
, vol.89
, pp. 549-561
-
-
Sparks, R.1
Ganschow, L.2
Patton, J.3
Artzer, M.4
Siebenhar, D.5
Plageman, M.6
-
105
-
-
51249173091
-
Linguistic coding deficits in foreign language learners
-
Sparks, R., Ganschow, L., & Pohlman, J. (1989). Linguistic coding deficits in foreign language learners. Annals of Dyslexia, 39, 179-195.
-
(1989)
Annals of Dyslexia
, vol.39
, pp. 179-195
-
-
Sparks, R.1
Ganschow, L.2
Pohlman, J.3
-
106
-
-
51249164177
-
The effects of a multisensory, structured language approach on the native and foreign language aptitude skills of high-risk foreign language learners
-
Sparks, R., Ganschow, L., Pohlman, J., Artzer, M., & Skinner, S. (1992). The effects of a multisensory, structured language approach on the native and foreign language aptitude skills of high-risk foreign language learners. Annals of Dyslexia, 42, 25-53.
-
(1992)
Annals of Dyslexia
, vol.42
, pp. 25-53
-
-
Sparks, R.1
Ganschow, L.2
Pohlman, J.3
Artzer, M.4
Skinner, S.5
-
107
-
-
67549114878
-
Long-term relationships among early LI skills, L2 aptitude, L2 affect, and later L2 proficiency
-
in press
-
Sparks, R., Patton, J., Ganschow, L., & Hum- bach, N. (in press). Long-term relationships among early LI skills, L2 aptitude, L2 affect, and later L2 proficiency. Applied Psycholin- guistics.
-
Applied Psycholin- guistics
-
-
Sparks, R.1
Patton, J.2
Ganschow, L.3
Hum- bach, N.4
-
108
-
-
67549132568
-
-
Sparks, R., Patton, J., Ganschow, L., Hum- bach, N., & Javorsky, J. (in press). Long-term transfer of cross-linguistic transfer of skills from LI to L2. Language Learning.
-
Sparks, R., Patton, J., Ganschow, L., Hum- bach, N., & Javorsky, J. (in press). Long-term transfer of cross-linguistic transfer of skills from LI to L2. Language Learning.
-
-
-
-
109
-
-
40749086013
-
Early first- language reading and spelling skills predict later second-language reading and spelling skills
-
Sparks, R., Patton, J., Ganschow, L., Hum- bach, N., & Javorsky, J. (2008). Early first- language reading and spelling skills predict later second-language reading and spelling skills. Journal of Educational Psychology, 100, 162-174.
-
(2008)
Journal of Educational Psychology
, vol.100
, pp. 162-174
-
-
Sparks, R.1
Patton, J.2
Ganschow, L.3
Hum- bach, N.4
Javorsky, J.5
-
110
-
-
67549111967
-
-
Sparks, R., Schneider, E., & Ganschow, L. (2002). Teaching foreign (second) languages to at-risk learners: Research and practice. In J. A. Hammadou Sullivan (Ed.), Research in second language learning: 1. Literacy and the second language learner (pp. 55-83). Greenwich, CT: Information Age Publishing.
-
Sparks, R., Schneider, E., & Ganschow, L. (2002). Teaching foreign (second) languages to at-risk learners: Research and practice. In J. A. Hammadou Sullivan (Ed.), Research in second language learning: Vol. 1. Literacy and the second language learner (pp. 55-83). Greenwich, CT: Information Age Publishing.
-
-
-
-
113
-
-
0002611574
-
Principles of fluency instruction in reading: Relationships with established empirical outcomes
-
M. Wolf Ed, Timonium, NY: York Press
-
Torgesen, J., Rashotte, C, & Alexander, A. (2001). Principles of fluency instruction in reading: Relationships with established empirical outcomes. In M. Wolf (Ed.), Dyslexia, fluency, and the brain (pp. 333-356). Timonium, NY: York Press.
-
(2001)
Dyslexia, fluency, and the brain
, pp. 333-356
-
-
Torgesen, J.1
Rashotte, C.2
Alexander, A.3
-
115
-
-
34548858168
-
Development of adolescent reading comprehension in language 1 and language 2: A longitudinal analysis of constituent components
-
van Gelderen, A., Schoonen, R., Stoel, R., Glopper, K., & Hulstijn, J. (2007). Development of adolescent reading comprehension in language 1 and language 2: A longitudinal analysis of constituent components. Journal of Educational Psychology, 99, 477-491.
-
(2007)
Journal of Educational Psychology
, vol.99
, pp. 477-491
-
-
van Gelderen, A.1
Schoonen, R.2
Stoel, R.3
Glopper, K.4
Hulstijn, J.5
-
116
-
-
0000507890
-
Introduction to three studies on reading acquisition: Convergent findings on theoretical foundations of code- oriented versus whole language approaches to reading instruction
-
Vellutino, E (1991). Introduction to three studies on reading acquisition: Convergent findings on theoretical foundations of code- oriented versus whole language approaches to reading instruction. Journal of Educational Psychology, 83, 437-443.
-
(1991)
Journal of Educational Psychology
, vol.83
, pp. 437-443
-
-
Vellutino, E.1
-
117
-
-
33747482357
-
-
Washington, DC: National Council on Teacher Quality
-
Walsh, K., Glaser, D., & Wilcox, D. (2006). What education schools aren't teaching about reading and what elementary teachers aren't learning. Washington, DC: National Council on Teacher Quality.
-
(2006)
What education schools aren't teaching about reading and what elementary teachers aren't learning
-
-
Walsh, K.1
Glaser, D.2
Wilcox, D.3
-
118
-
-
33645751091
-
Korean- English biliteracy acquisition: Cross-language phonological and orthographic transfer
-
Wang, M., Park, Y, & Lee, K. (2006). Korean- English biliteracy acquisition: Cross-language phonological and orthographic transfer. Journal of Educational Psychology, 98, 148-158.
-
(2006)
Journal of Educational Psychology
, vol.98
, pp. 148-158
-
-
Wang, M.1
Park, Y.2
Lee, K.3
-
119
-
-
67549092906
-
-
3rd ed, Dubuque, IA: Kendall Hunt
-
Whelan Ariza, E., Morales-Jones, C, Yaya, N., & Zainuddin, H. (2006). Why TESOL? Theories & issues in teaching English to speakers of other languages in K-12 classrooms (3rd ed.). Dubuque, IA: Kendall Hunt.
-
(2006)
Why TESOL? Theories & issues in teaching English to speakers of other languages in K-12 classrooms
-
-
Whelan Ariza, E.1
Morales-Jones, C.2
Yaya, N.3
Zainuddin, H.4
|