Zobrazeno 1 - 10
of 14
pro vyhledávání: '"Elsa Cardenas-Hagan"'
Autor:
Elsa Cardenas Hagan
Publikováno v:
The Routledge International Handbook of Dyslexia in Education ISBN: 9781003162520
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_________::d3dd7ec401180c5be0689389cc8e5eeb
https://doi.org/10.4324/9781003162520-42
https://doi.org/10.4324/9781003162520-42
Autor:
Elsa Cardenas-Hagan
Publikováno v:
Intervention in School and Clinic. 54:14-21
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 arti
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_________::b84918d288b847e4c74b1b73561e5fe4
https://doi.org/10.1177/1053451218762583
https://doi.org/10.1177/1053451218762583
Autor:
Elsa Cardenas-Hagan
More than 5 million English learners attend U.S. public schools—and yet fewer than 3% of teachers are certified to work with them. Fill that gap in teacher education with this practical and comprehensive textbook, an evidence-based guide to providi
Autor:
Erin F. Haynes, Elsa Cardenas-Hagan, Jennifer Powell, Lee Branum-Martin, Diane August, David J. Francis, Sarah Moore
Publikováno v:
Journal of Research on Educational Effectiveness. 7:54-82
The goal of this study was to assess the effectiveness of an intervention—Quality English and Science Teaching 2—designed to help English language learners (ELLs) and their English proficient classmates develop academic language in science, as re
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_________::55e4e0c886fb1f2ad297aaef0cfca6ab
https://doi.org/10.1080/19345747.2013.836763
https://doi.org/10.1080/19345747.2013.836763
Publikováno v:
Journal of Research on Educational Effectiveness. 2:345-376
The goal of this study was to assess the effectiveness of an intervention—Quality English and Science Teaching (QuEST)—designed to develop the science knowledge and academic language of middle grades English language learners studying science in
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_________::4e5928a9202bcbc67d2ca11abedaa606
https://doi.org/10.1080/19345740903217623
https://doi.org/10.1080/19345740903217623
Autor:
Jack M. Fletcher, David J. Francis, Sylvia Linan-Thompson, Sharon Vaughn, Elsa Cardenas-Hagan, Paul T. Cirino
Publikováno v:
American Educational Research Journal. 46:744-781
The authors report 1-year follow-up data from 215 English language learners with reading difficulties who received a supplemental first grade reading intervention in the language of their core reading instruction. The researchers provided no interven
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_________::86ca2e9d0d17948737694665442e01d9
https://doi.org/10.3102/0002831208330214
https://doi.org/10.3102/0002831208330214
Autor:
Tammy D. Tolar, Elsa Cardenas-Hagan, Sharon Vaughn, Coleen D. Carlson, Paul T. Cirino, Jack M. Fletcher, David J. Francis
Publikováno v:
Journal of Research on Educational Effectiveness. 1:179-214
We provide data 3 to 4 years postintervention for four samples of English language learners from two sequential Grade 1 cohorts who received supplemental Grade 1 reading interventions in Spanish or English and for whom the language of instruction for
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_________::17b5db9355a1079df5afd4221a88d57a
https://doi.org/10.1080/19345740802114749
https://doi.org/10.1080/19345740802114749
Publikováno v:
Language, Speech, and Hearing Services in Schools. 38:249-259
Purpose The purpose of this study was to examine the effects of initial first and second language proficiencies as well as the language of instruction that a student receives on the relationship between native language ability of students who are Eng
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_dedup___::7a1f2334a4e0a687668474690c85af3f
https://doi.org/10.1044/0161-1461(2007/026)
https://doi.org/10.1044/0161-1461(2007/026)
Autor:
Sylvia Linan-Thompson, Paul T. Cirino, Sharolyn D. Pollard-Durodola, David J. Francis, Sharon Vaughn, Patricia G. Mathes, Coleen D. Carlson, Elsa Cardenas-Hagan
Publikováno v:
The Elementary School Journal. 107:153-180
A first‐grade reading and language development intervention for English language learners (Spanish/English) at risk for reading difficulties was examined. The intervention was conducted in the same language as students’ core reading instruction (
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_________::4af7a43cf33d9701659e6fa39796b196
https://doi.org/10.1086/510653
https://doi.org/10.1086/510653
Autor:
Sylvia Linan-Thompson, Sharon Vaughn, Sharolyn D. Pollard-Durodola, Elsa Cardenas-Hagan, Patricia G. Mathes
Publikováno v:
Topics in Language Disorders. 26:365-384
Components of first-grade intervention programs that addressed oral language and listening comprehension instruction within an intensive literacy intervention for native Spanish-speaking students struggling with reading difficulties are described. Fi
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_________::fb8cd2b539d82b11994e7895a61e825a
https://doi.org/10.1097/00011363-200610000-00008
https://doi.org/10.1097/00011363-200610000-00008