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Current Search: topic:dual-language;

2,267 results found

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			Challenging common myths about young English language learners Espinosa, Linda M., January 2008 (FCD Policy Brief Advancing PK-3 No. 8). New York: Foundation for Child Development. A discussion of research findings that dispel common myths about dual language development and educational approaches to dual language learning for children ages three to eight	Fact Sheets & Briefs
			Dual language learning: What does it take?: Head Start dual language report [Executive summary] United States. Office of Head Start, February 2008 Washington, D.C.: U.S. Office of Head Start. A summary of an assessment of local practices and needs related to the care and education of dual language learners in Head Start programs, based on data collected from over 200 parents and Head Start staff in conference calls, meetings, and focus group sessions	Executive Summary
			Dual language learning: What does it take?: Head Start dual language report United States. Office of Head Start, February 2008 Washington, D.C.: U.S. Office of Head Start. An assessment of local practices and needs related to the care and education of dual language learners in Head Start programs, based on data collected from over 200 parents and Head Start staff in conference calls, meetings, and focus group sessions	Reports & Papers
			Young dual language learners: A Key Topic Resource List Child Care & Early Education Research Connections, June 2009 New York: Child Care & Early Education Research Connections A compilation of selected Research Connections resources focused on language and literacy interventions, teaching strategies, and assessments for English language learners (ELLs), including a summary of issues addressed in the literature, and a listing of resources in the areas of: language and literacy development of young ELLs, involvment of families who speak English as a second language, teacher characteristics & interactions with young ELLs, interventions and assessments with young ELLs, and policy and practice considerations for serving young ELLs	Bibliographies
			Dual language and literacy development of Spanish-speaking preschool children Paez, Mariela M., March-April 2007 Journal of Applied Developmental Psychology, 28(2), 85-102 An examination of bilingual preschool children's oral language and emergent literacy skills as compared with the skills of a sample of monolingual, Spanish-speaking preschool children in Puerto Rico	Reports & Papers
			Dual language learners in the early years: Getting ready to succeed in school Ballantyne, Keira G., November 2008 Washington, DC: National Clearinghouse for English Language Acquisition & Language Instruction Educational Programs. A discussion of child, family, school, and community conditions for ensuring the learning readiness of three- to six-year-old dual language learners	Other
			Practical tips and tools: Dual language learners in early care Zero to Three (Organization), November 2008 Zero to Three, 29(2), 52-53 A discussion of the ways in which early childhood professionals can support families with children who are dual language learners	Other
			Effects of a professional development program on classroom practices and outcomes for Latino dual language learners Buysse, Virginia, Q2 2010 Early Childhood Research Quarterly, 25(2), 194-206 A randomized, controlled study on the effects of the Nuestros Ninos professional development program on classroom practices and child outcomes related to language development and early literacy skills in both English and Spanish for 55 teachers and 193 Latino dual language learners enrolled in the North Carolina More at Four Pre-Kindergarten Program	Reports & Papers
			Effective interventions for English language learners (Spanish-English) at risk for reading difficulties Vaughn, Sharon, 2006 In D. K. Dickinson & S. B. Neuman (Eds.), Handbook of early literacy research (Vol. 2, pp. 185-197). New York: Guilford Press An overview of studies on intervention strategies, conducted in English and Spanish, to improve English language literacy for bilingual kindergarten through third grade students at risk for reading difficulties	Other
			Effective early reading programs for English language learners Slavin, Robert E., 2004 In Contemporary perspectives on language policy and literacy instruction in early childhood education (pp. 111-143). Greenwich, CT: Information Age Publishing. A review of fifteen studies assessing early reading programs for English language learners, including Success for All, Bilingual Cooperative Integrated Reading and Composition (BCIRC), and Reading Recovery	Other
			Language and literacy development for English language learners in preschool Ford, Karen, 2010 In Promoting early reading: Research, resources, and best practices (pp. 37-58). New York: The Guilford Press A discussion of the language and literacy development of bilingual preschool learners and strategies for teachers to address the needs of English language learners in Early Reading First classrooms	Other
			Identity texts and literacy development among preschool English language learners: Enhancing learning opportunities for children at risk for learning disabilities Bernhard, Judith K., 2006 Teachers College Record, 108(11), 2380-2405 A description and evaluation of the implementation of the Early Authors Program (EAP), an early language intervention designed to aid in the development of emergent literacy skills of bilingual preschool children at risk for learning disabilities	Reports & Papers
			Assessment considerations for young English language learners across different levels of accountability Espinosa, Linda M., August 11, 2007 Philadelphia: National Early Childhood Accountability Task Force. A discussion of considerations and recommendations for assessing young English language learners in programs with different levels of accountability and an overview of current assessment measurements and strategies for English language learners	Other
			Effective early literacy skill development for young Spanish-speaking English language learners: An experimental study of two methods Farver, Jo Ann M., May/June 2009 Child Development, 80(3), 703-719 An investigation of the effect of the Literacy Express Preschool Curriculum on the acquisition of emergent literacy skills by Spanish-speaking preschool children, based on a study of three groups of English language learners (ELL) from 10 Head Start classrooms in California where 32 children received the regular curriculum, 31 children received the intervention in English-only, and 31 children received the intervention in Spanish transitioning to English	Reports & Papers
			Supporting teachers in assessing the language and literacy skills of preschool English language learners Robitaille, Elizabeth Grove, 2009 Unpublished doctoral dissertation, University of California, Los Angeles An 8 week action research project to pilot the Desired Results Developmental Profile-Revised 2 (DRDP-R2) assessment as a measure of the development and improvement of language skills of 212 preschool and kindergarten children, predominantly English language learners, based on field notes, document analysis, classroom observations and interviews with administrators, teachers, and experts	Reports & Papers
			Teachers, families, and communities supporting English language learners in inclusive pre-kindergartens: An evaluation of a professional development model Hardin, Belinda J., January 2010 Journal of Early Childhood Teacher Education, 31(1), 20-36 An examination of teachers' self-assessments of their beliefs and practices in the support of English language learners and their families in their inclusive pre-kindergartens after three interactive training sessions and on-site classroom coaching visits with 24 teachers and 24 teacher assistants	Reports & Papers
			The effects of multimedia-enhanced instruction on the vocabulary of English-language learners and non-English-language learners inpre-Kindergarten through second grade Silverman, Rebecca Deffes, May 2009 Journal of Educational Psychology, 101(2), 305-314 A comparison of the effects of traditional and multimedia-enhanced read-aloud vocabulary instruction on 85 English Language Learning or Non-Enlgish Language Learning children prekindergarten through second grade	Reports & Papers
			Assessing the role of book reading practices in Indian bilingual children's English language and literacy development Kalia, Vrinda, October 2007 Early Childhood Education Journal, 35(2), 149-153 An examination of the impact of Indian bilingual parents� book reading practices on the development of their children�s English oral language, narrative, and literacy skills, testing the skills of 24 bilingual children from two preschools in Bangalore, India	Reports & Papers
			Vocabulary development of English-language and English-only learners in kindergarten Silverman, Rebecca Deffes, 2007 The Elementary School Journal, 107(4), 365-383 A comparison of the progress made by two groups of kindergarten students, English only speakers, or bilingual students, when exposed to the same methods of vocabulary instruction in three different types of classrooms-- mainstream, two-way bilingual, and structured immersion	Reports & Papers
			An experimental study comparing English-only and Transitional Bilingual Education on Spanish-speaking preschoolers� early literacy development Duran, Lillian, Q2 2010 Early Childhood Research Quarterly, 25(2), 207-217 An examination of the effect of instructional language on English language learners' Spanish and English literacy development from an experiment with 31 Spanish speaking preschoolers randomly assigned to two Head Start classrooms differing only in the language of instruction	Reports & Papers
			Early literacy for English language learners Espinosa, Linda M., 2008 In DeBruin-Parecki, A. (2008) Effective early literacy practice: Here's how, here's why (pp. 71-86). Baltimore: Paul H. Brookes Pub. Co. ; [Ypsilanti, Mich.]: High/Scope Press An overview of research on language and literacy development in young English language learners (ELLs), and a discussion of effective classroom strategies to nurture bilingualism in young children who speak languages other than English at home	Other
			English language learners in the State of Maine: Early education policy that can make a difference Oldham, Erin, Summer/Fall 2009 Maine Policy Review, 18(1), 88-93 A description of lessons learned from an Early Reading First Program in Portland, which enhanced the school-readiness of preschool English Language Learner children	Other
			A case study examination of culturally relevant pedagogical practices for English-language learners in a pre-kindergarten classroom setting Matthews, Lisa Anne, 2010 Unpublished doctoral dissertation, Georgia State University, Atlanta A qualitative study of culturally relevant pedagogy (CRP) in a prekindergarten classroom for English-language learners and an investigation of the ways 2 teachers promote academic success, cultural competence and critical consciousness, based on documentation from and observations of a classroom in Georgia	Reports & Papers
			The impact of technical coaching in emergent literacy and language curriculum on a teacher, staff members, English language learners, and Hispanic family literacy practices at a dual session Head Start Cordell, Mary, May 2010 Unpublished doctoral dissertation, Texas A&M University, Commerce A study of changes in literacy and cognitive development of Hispanic children as well as changes in both family literacy practices in the homes of English language learners and classroom literacy practices at a Head Start center, as measured before and after the implementation of a coaching intervention provided to 3 staff	Reports & Papers
			Prediction of first-grade reading in Spanish-speaking English-language learners Lindsey, Kim A., 2003 Journal of Educational Psychology, 95(3), 482-494 A longitudinal study of English as a Second Language kindergarteners investigating cross-language transfer abilities of variables that are strong predictors of later reading skills in native English speakers	Reports & Papers