Reading Comprehension Strategies for Students With Learning Disabilities Who Are Emergent Bilingual
| Autor: | Suheyla Sarisahin |
|---|---|
| Rok vydání: | 2020 |
| Předmět: |
050103 clinical psychology
Academic language 05 social sciences Prior learning 050301 education Education Clinical Psychology Reading comprehension Learning disability ComputingMilieux_COMPUTERSANDEDUCATION Developmental and Educational Psychology Individual learning Mathematics education medicine 0501 psychology and cognitive sciences medicine.symptom Psychology 0503 education Peer teaching |
| Zdroj: | Intervention in School and Clinic. 56:3-12 |
| ISSN: | 1538-4810 1053-4512 |
| DOI: | 10.1177/1053451220910731 |
| Popis: | Teachers of students with learning disabilities (LD) who also are emergent bilingual (EB) are tasked with meeting students’ individual learning needs and developing academic language. Teachers require specialized knowledge in second-language acquisition and the specific learning strategies to support students’ learning disabilities. Reading comprehension skills are the foundational skills that students with LD who are EB most often need to improve. When working with students, research-based reading strategies to support their reading comprehension skills are critical, but must also support students’ developing English proficiency. This article identifies research-based reading comprehension strategies supportive of developing English proficiency that may be implemented for students with LD who are EB in the elementary grade levels. A self-evaluation tool is provided to guide teachers in helping their students to improve their reading comprehension skills while supporting their language development. |
| Databáze: | OpenAIRE |
| Externí odkaz: |
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