Bilingual Children’s Reading

By G. García. 2000

176 citations recorded by the source corpus.

View Paper: https://www.semanticscholar.org/paper/b183074d7bc07aa18176105b03b9af227d0988ac

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Citations in the corpus

Literacy and the Identity Development of Latina/o Students (2000, background): “Previous neglect of this population by researchers and policy-makers has resulted in a relatively limited knowledge base of potential usefulness for addressing this situation (Garcia, 2000).”
Use of L1 in L2 reading comprehension among tertiary ESL learners (2006, background): “While there are studies to understand further the role of L1 use in comprehending L2 texts (Cohen 1995; García, 2000) these studies have thus far focused on the individual reader.”
Effective Literacy Instruction for Adolescents (2002, background): “…providing little in the way of background knowledge and experiences that is useful for literacy development in a second language, teachers leave the project with positive shifts in attitude and considerable information with which to revamp their instruction (García, 2000; Moll & González, 1994).”
Effectiveness of Supplemental Reading Instruction for Second-Grade English Language Learners with Reading Difficulties (2003, background): “However, less is known about the effect of supplemental reading instruction for EL learners (Garcia, 2000; Gunn, Biglan, Smolkowski, & Ary, 2000; Quiroga, Lemos-Britton, Mostafapour, & Berninger, 2001; Reese, Garnier, Gallimore, & Goldenberg, 2000) and about the instructional components that are mos”
Use of Evidence-Based, Small-Group Reading Instruction for English Language Learners in Elementary Grades: Secondary-Tier Intervention (2007, result): “Teacher and School Outcomes and Implications for Practice A fourth and related important finding was that school staff in the experimental schools implemented interventions with generally high levels of fidelity (means in the 90-100%) range by the second year of the study. This is an important diffe”
Transactional literature circles and the reading comprehension of English learners in the mainstream classroom (2010, background): “The ability to make sense of a text written in English is dependent on the reader’s proficiency in the English language and their first language (L1) reading knowledge (Bernhardt, 2000; Garcı́a, 2000; Nassaji, 2007).”