Results indicate that students who participated in supplemental reading intervention made significant gains. The students who were identified as struggling learners in need of intervention at the beginning of the school year made comparable or better progress than the students who did not need an intervention at the beginning of the year as measured by end of the year assessments. This information provides academicians and practitioners a better understanding of the outcomes of supplemental early literacy intervention in a bilingual education setting.Teaching decisions are made after careful analysis of patterns of student responses rather than based on a predetermined scope and sequence. Clear examples of specific skills and items of knowledge are chosen and taught in generativeanbsp;...
|Title||:||Supplemental Early Literacy Intervention for First Grade English Language Learners in Bilingual Education: Development and Outcomes|
|Author||:||Annette del C. Torres Elias|
|Publisher||:||ProQuest - 2007|