標題: Titlebook: Assessment and Intervention for English Language Learners; Translating Research Susan Unruh,Nancy A. McKellar Book 2017 The Editor(s) (if a [打印本頁] 作者: 筆記 時間: 2025-3-21 17:06
書目名稱Assessment and Intervention for English Language Learners影響因子(影響力)
書目名稱Assessment and Intervention for English Language Learners影響因子(影響力)學科排名
書目名稱Assessment and Intervention for English Language Learners網(wǎng)絡公開度
書目名稱Assessment and Intervention for English Language Learners網(wǎng)絡公開度學科排名
書目名稱Assessment and Intervention for English Language Learners被引頻次
書目名稱Assessment and Intervention for English Language Learners被引頻次學科排名
書目名稱Assessment and Intervention for English Language Learners年度引用
書目名稱Assessment and Intervention for English Language Learners年度引用學科排名
書目名稱Assessment and Intervention for English Language Learners讀者反饋
書目名稱Assessment and Intervention for English Language Learners讀者反饋學科排名
作者: 攀登 時間: 2025-3-21 23:05 作者: voluble 時間: 2025-3-22 02:51 作者: Amorous 時間: 2025-3-22 08:28
Zhiyong Yang,Wenjin Gu,Jing Zhang,Lihua Guiuages. This chapter focuses on how the brain learns both first and second languages, as well as how the bilingual brain is different from the monolingual brain. It explores learning to speak and understand oral language versus learning to read and write. Dual-language learners are a heterogeneous gr作者: Jubilation 時間: 2025-3-22 09:20
Romania, in the European Energy Market,ates a child, he or she must collect data by means of record reviews, observations, interviews, and tests. The data must encompass the learner, curriculum, instruction, and the learner’s environment. For English learners, the data may be more complex, extensive, and difficult to unearth. The student作者: Keratectomy 時間: 2025-3-22 16:41
https://doi.org/10.1007/b138345sment of students’ oral proficiency in their first language should be made before administering measures of achievement, cognitive processing, and intelligence. Typically, speech-language pathologists take the lead in assessing oral language. However, psychologists must have an understanding of the 作者: Cumbersome 時間: 2025-3-22 19:50
Jürg Schwizer,Michael Mayer,Oliver Brandal information about how to process stimuli. Attention, motivation, emotions, and adequate sleep all play roles in helping the brain learn to read. A sense of print and phonemic and morphemic awareness are necessary to learn to decode words. Children must have an adequate working memory, and an awar作者: Integrate 時間: 2025-3-22 22:49 作者: 防止 時間: 2025-3-23 01:54 作者: Self-Help-Group 時間: 2025-3-23 05:51 作者: 拉開這車床 時間: 2025-3-23 11:48 作者: debble 時間: 2025-3-23 15:26
https://doi.org/10.1007/b138345ourse, but they also must be able to organize their writing, use appropriate voice and word choice, convey ideas, use conventions (such as punctuation and capitalization), and attend to the rhythm and flow of the language. Finally, students must have sufficient fine motor control so that their writt作者: JECT 時間: 2025-3-23 20:02
Jürg Schwizer,Michael Mayer,Oliver Brand clinical signs of specific learning disability in English learners, data that can be gathered through interviews and record reviews, what to do and what not to do when testing English learners, and steps in the intervention process. There are detailed descriptions of tests for use with English lear作者: 我沒有強迫 時間: 2025-3-24 00:11
https://doi.org/10.1007/978-3-030-52693-1 present their findings in a report that can be used to help parents and teachers understand the child’s learning strengths and weaknesses. These reports must also recommend how best to provide a free, appropriate education for the struggling learner. In this chapter, we provide two examples of psyc作者: Unsaturated-Fat 時間: 2025-3-24 06:19 作者: 開始發(fā)作 時間: 2025-3-24 09:42
http://image.papertrans.cn/b/image/163340.jpg作者: Angiogenesis 時間: 2025-3-24 11:55
Jürg Schwizer,Michael Mayer,Oliver Brandprovide how-to sections on dynamic assessment or test-teach-test, can’t do–won’t do assessment, and figuring effect sizes. Finally, we suggest an instructional program that may be useful when school psychologists consult with educators who request resources for teaching English learners.作者: 逢迎白雪 時間: 2025-3-24 15:08
https://doi.org/10.1007/978-3-030-52693-1ho has been in the USA for 2 years. He is making average progress in learning oral English but minimal progress in learning to read, write, and do math. These reports show how to use the skills and concepts in prior chapters to make eligibility decisions and recommendations for appropriate interventions for English learners.作者: neoplasm 時間: 2025-3-24 19:28
Assessment and Intervention Tools,provide how-to sections on dynamic assessment or test-teach-test, can’t do–won’t do assessment, and figuring effect sizes. Finally, we suggest an instructional program that may be useful when school psychologists consult with educators who request resources for teaching English learners.作者: 搜尋 時間: 2025-3-25 01:11
Case Studies,ho has been in the USA for 2 years. He is making average progress in learning oral English but minimal progress in learning to read, write, and do math. These reports show how to use the skills and concepts in prior chapters to make eligibility decisions and recommendations for appropriate interventions for English learners.作者: 使習慣于 時間: 2025-3-25 03:38
Book 2017 and addresses the challenges of assessing and intervening with these students at the curricular, instructional, environmental, and individual levels, particularly the complexities of determining the presence or absence of learning disabilities. Case studies and comparisons with fluent English speak作者: Gentry 時間: 2025-3-25 09:40
ssessment and intervention strategies for oral language, reaThis book presents evidence-based practices for appropriate assessment of and school-based services for young English language learners. It identifies and addresses the challenges of assessing and intervening with these students at the curr作者: formula 時間: 2025-3-25 15:24 作者: fluffy 時間: 2025-3-25 17:49
Dual-Language Learner Development,uages. This chapter focuses on how the brain learns both first and second languages, as well as how the bilingual brain is different from the monolingual brain. It explores learning to speak and understand oral language versus learning to read and write. Dual-language learners are a heterogeneous gr作者: 范例 時間: 2025-3-25 22:39
Data Collection When Working with English Learners,ates a child, he or she must collect data by means of record reviews, observations, interviews, and tests. The data must encompass the learner, curriculum, instruction, and the learner’s environment. For English learners, the data may be more complex, extensive, and difficult to unearth. The student作者: ARCH 時間: 2025-3-26 04:00 作者: 咽下 時間: 2025-3-26 05:15 作者: electrolyte 時間: 2025-3-26 09:40
Reading Fluency and Vocabulary,and their reading fluency. A lack of English vocabulary can present a challenge to educators who are attempting to teach English learners at their instructional level. Educators must understand the differences between the English of the classroom (cognitive academic language proficiency) and the lan作者: Venules 時間: 2025-3-26 14:00 作者: Lasting 時間: 2025-3-26 20:32 作者: 琺瑯 時間: 2025-3-26 23:38 作者: 要塞 時間: 2025-3-27 03:42 作者: 拱墻 時間: 2025-3-27 08:03 作者: visceral-fat 時間: 2025-3-27 09:56 作者: 乳白光 時間: 2025-3-27 14:54 作者: gustation 時間: 2025-3-27 18:22
Zhiyong Yang,Wenjin Gu,Jing Zhang,Lihua Guidren and their families. In this chapter, we raise the reader’s awareness of the issues that make assessments and interventions different for English learners than for fluent English speakers. We specify the areas to investigate when any student struggles: curriculum, instruction, environment, and t作者: heartburn 時間: 2025-3-27 23:17 作者: 網(wǎng)絡添麻煩 時間: 2025-3-28 03:55
Romania, in the European Energy Market,bsequent languages in addition to the child’s other academic skills. Examiners must determine when it is appropriate to assess in the first language as well as in English. Assessments with reduced language demands should be chosen if the child has limited English proficiency and there may need to be作者: 陶器 時間: 2025-3-28 07:16
https://doi.org/10.1007/b138345sures after a child has been immersed in the second language for 2 or more years because of first language attrition. Evaluation teams are often reluctant to assess children who have not yet had time to become proficient in English. However, this is discriminatory toward English learners with disabi作者: ANTE 時間: 2025-3-28 13:45 作者: Needlework 時間: 2025-3-28 14:39
https://doi.org/10.1007/b138345ore the clinical signs of fluency disorders and the steps that can be taken to appropriately assess the reading fluency of English learners. We end with characteristics of good classroom instruction for English learners and interventions that can be put into place to help students improve their voca作者: 雄辯 時間: 2025-3-28 20:30
https://doi.org/10.1007/b138345s of mental functioning for English learners. We list formal and informal assessments that can be validly used when assessing intelligence and reading comprehension. We enumerate the clinical signs of a disorder of reading comprehension. The chapter concludes with the characteristics of good classro作者: Cardioversion 時間: 2025-3-29 01:12 作者: 機械 時間: 2025-3-29 05:55
Jürg Schwizer,Michael Mayer,Oliver Brandtermine whether the difficulty is due to the words used in the problems, to the spoken language proficiency required to demonstrate proficiency, or to the math reasoning and problem-solving skills of the student. We discuss clinical signs of a math problem-solving disorder and recommended assessment作者: 首創(chuàng)精神 時間: 2025-3-29 09:30
https://doi.org/10.1007/b138345 may use poor paragraph organization, and the ideas in their writing may lack clarity. Writers with dysgraphia may tend to reverse, omit, and/or add letters and sounds in their spelling of words. Written expression takes practice as any skill does. We discuss the importance of English learners being作者: 團結(jié) 時間: 2025-3-29 14:16 作者: CREST 時間: 2025-3-29 16:51
Dual-Language Learner Development,how some second language learners become trapped in early stages of language acquisition because they have a language-based learning disability. When this happens, it can be challenging for school psychologists and other educational professionals to make special education eligibility decisions. A th作者: 智力高 時間: 2025-3-29 23:27
Data Collection When Working with English Learners,bsequent languages in addition to the child’s other academic skills. Examiners must determine when it is appropriate to assess in the first language as well as in English. Assessments with reduced language demands should be chosen if the child has limited English proficiency and there may need to be作者: 不如樂死去 時間: 2025-3-30 01:09
Oral Language Issues and Assessment of Oral Language,sures after a child has been immersed in the second language for 2 or more years because of first language attrition. Evaluation teams are often reluctant to assess children who have not yet had time to become proficient in English. However, this is discriminatory toward English learners with disabi
