Going Beyond the Fab Five: Helping Students Cope With the Unique Linguistic Challenges of Expository Reading in Intermediate Grades

By Z. Fang. 2008

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Words as Tools: Learning Academic Vocabulary as Language Acquisition (2012, background): “Teachers can model para-phrasing academic language into more accessible language as a comprehension strategy and then help students do the same (Fang, 2008; Wheeler, 2008).”
Scientific Literacy: The Role of Goal-Directed Reading and Evaluation in Understanding Scientific Information (2014, background): “Science texts are informationally dense and often written in an authoritative, impersonal style (Fang, 2008; Lee & Spratley, 2010; Shanahan & Shanahan, 2012).”
Investigating English reading comprehension growth in adolescent language minority learners: some insights from the simple view (2011, background): “…of English reading development among Spanish-speaking LM learners remain lacking, especially during the middle school years when the demands of reading and extracting meaning from text increase (e.g., Bailey, 2007; Fang, 2008; Gandara & Rumberger, 2002; Scarcella, 2003; Snow & Uccelli, 2009).”
Language Correlates of Disciplinary Literacy (2012, background): “These tasks can be adapted for use in other disciplinary contexts (Fang, 2008, 2011) and for purposes of assessment and remedial instruction with students who are linguistically challenged or impaired (Scott & Balthazar, 2010).”