Titlebook: Assessment and Intervention for English Language Learners; Translating Research Susan Unruh,Nancy A. McKellar Book 2017 The Editor(s) (if a

使習(xí)慣于

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

Gentry

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

formula

fluffy

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

范例

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

ARCH

咽下

electrolyte

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

Venules

Lasting