Enhancing the Interpretive Reading and Analytical Writing of Mainstreamed English Learners in Secondary School: Results From a Randomized Field Trial Using a Cognitive Strategies Approach

Autor:	Olson, Carol Booth, Kim, James S., Scarcella, Robin, Kramer, Jason, Pearson, Matthew, van Dyk, David A., Collins, Penny, Land, Robert E.
Zdroj:	American Educational Research Journal, 2012 Apr 01. 49(2), 323-355.
Databáze:	JSTOR Journals
Externí odkaz:	https://www.jstor.org/stable/41419459 Zobrazit plný text záznamu