Reading Difficulties and Grade Retention: What's the Connection for English Language Learners?

Autor/inn/en	Bowman-Perrott, Lisa J.; Herrera, Socorro; Murry, Kevin
Titel	Reading Difficulties and Grade Retention: What's the Connection for English Language Learners?
Quelle	In: Reading & Writing Quarterly, 26 (2010) 1, S.91-107 (17 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1057-3569
Schlagwörter	Reading Difficulties; Grade Repetition; English (Second Language); Second Language Learning; Literacy; Reading Instruction; Academic Achievement; Low Achievement; Achievement Gap; Dropouts; Special Education; Referral; Intervention + Suchen Sie Ihr Suchwort? Reading difficulty; Leseschwierigkeit; Repeat a school year; Repeating; Sitzen bleiben; Sitzenbleiben; English as second language; English; Second Language; Englisch als Zweitsprache; Zweitsprachenerwerb; Alphabetisierung; Schreib- und Lesefähigkeit; Leseunterricht; Schulleistung; Unterdurchschnittliche Leistung; Drop-out; Drop-outs; Dropout; Early leavers; Schulversagen; Special needs education; Sonderpädagogik; Sonderschulwesen
Abstract	Much of the student diversity in U.S. schools reflects increasing numbers of English language learners (ELL). ELL represent a very heterogeneous group in terms of their native language proficiency, educational experiences, access to quality early childhood programs, and immigration experiences. An unfortunate commonality they often share is poor academic achievement, particularly in the area of reading. Higher rates of grade retention and school dropout are consistently linked to poor academic performance. This article discusses literacy development, reading difficulties related to special education identification, and reading interventions for ELL. Practical strategies for reading instruction are also provided. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10