Cross-Language Connections for English Learners' Literacy Development

被引：3
|
作者：
Cardenas-Hagan, Elsa [1 ]
机构：
[1] Univ Houston, TIMES Valley Speech Language & Learning Ctr, 535 Stovall Rd, Brownville, TX 78520 USA
来源：
INTERVENTION IN SCHOOL AND CLINIC | 2018年 / 54卷 / 01期
关键词：
language-learning; disabilities; linguistic; diversity; strategies; multicultural; POOR READING-COMPREHENSION; MORPHOLOGICAL AWARENESS; CHILDREN;
D O I：
10.1177/1053451218762583
中图分类号：
G76 [特殊教育];
学科分类号：
040109 ;
摘要：
The number of English learners continues to increase in the United States. Additionally, many English learners will experience language and learning disabilities. These students require specialized instruction by highly qualified educators. This article addresses the various cross-language strategies that can benefit English learners with disabilities. Examples of explicit and systematic instruction are provided. In addition, resources to support language instruction in the forms of tables and figures are provided for the reader. Most educators will at some point in their career face the challenge of teaching a second language learner with a learning disability. This article provides guidance regarding the special considerations that are necessary for language and literacy instruction among English learners with learning disabilities.
引用
收藏
页码：14 / 21
页数：8
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