Introduction and methodology

Developing Reading and Writing in Second-Language Learners: Lessons from the Report of the National Literacy Panel on Language-Minority Children and Youth: Second Edition

Volumn , Issue , 2007, Pages 1-17

  August, Diane ^a,b   Shanahan, Timothy ^c,d  

^a CENTER FOR APPLIED LINGUISTICS   (United States)

^b Department of Education funded National Research and Development Center for English Language Learners ^*  (United States)

^c UNIVERSITY OF ILLINOIS AT CHICAGO   (United States)

^d UIC Center for Literacy   (United States)

Author keywords

[No Author keywords available]

Indexed keywords

EID: 84916988015     PISSN: None     EISSN: None     Source Type: Book    
DOI: 10.4324/9780203937600     Document Type: Editorial

References (11)

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2. August, D., & Hakuta, K. (1997). Improving schooling for language-minority children: A research agenda. Washington, DC: National Academy Press.
3. Ehri, L. C. (1998). Grapheme-phoneme knowledge is essential for learning to read words in English. In J. L. Metsala & L. C. Ehri (Eds.), Word recognition in beginning literacy (pp. 3-40). Mahwah, NJ: Lawrence Erlbaum Associates.
4. Fitzgerald, J. (1995a). English-as-a-second-language learners' cognitive reading processes:A review of research in the United States. Review of Educational Research, 65(2), 145-190.
5. Fitzgerald, J. (1995b). English-as-a-second-language reading instruction in the United States: A research review. Journal of Reading Behavior, 27(2), 115-152.
6. Glaser, B. G. (1978). Theoretical sensitivity: Advances in the methodology of grounded theory. Mill Valley, CA: Sociology Press.
7. Maxwell, S. E., & Delaney, H. D. (2003). Designing experiments and analyzing data: A model comparison perspective (2nd ed.). Mahwah, NJ: Lawrence Erlbaum Associates.
8. Metsala, J. L., & Walley, A. C. (1998). Spoken vocabulary growth and the segmental restructuring of lexical representations: Precursors to phonemic awareness and early reading ability. In J. L. Metsala & L. C. Ehri (Eds.), Word recognition in beginning literacy (pp. 89-120). Mahwah, NJ: Lawrence Erlbaum Associates.
9. Rivera, C. (1994) Is it real for all kids? Harvard Educational Review, 64(1), 55-75.
10. Scarborough, H. S. (2001). Connecting early language and literacy to later reading (dis)-abilities: Evidence, theory, and practice. In S. Neuman & D. Dickinson (Eds.), Handbook for research in early literacy (pp. 97-110). New York: Guilford.
11. Shavelson, R. J., & Towne, L. (Eds.). (2002). Scientific research in education. Washington, DC:National Academy Press.