Lee Conmigo: "Success for All" in Schools Serving Language Minority Students. Occasional Paper.

Autor/inn/en	Dianda, Marcella R.; und weitere
Institution	Southwest Regional Lab., Los Alamitos, CA.
Titel	Lee Conmigo: "Success for All" in Schools Serving Language Minority Students. Occasional Paper.
Quelle	(1993), (23 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Academic Achievement; Bilingual Education Programs; Cooperative Learning; Disadvantaged Youth; Economically Disadvantaged; Elementary Education; Elementary School Students; English (Second Language); Evaluation Methods; Hispanic Americans; Learning Strategies; Limited English Speaking; Metacognition; Minority Group Children; Program Content; School Restructuring; Second Language Instruction + Suchen Sie Ihr Suchwort? Schulleistung; Kooperatives Lernen; Benachteiligter Jugendlicher; Elementarunterricht; English as second language; English; Second Language; Englisch als Zweitsprache; Hispanic; Hispanoamerikaner; Learning methode; Learning techniques; Lernmethode; Lernstrategie; Meta cognitive ability; Meta-cognition; Metakognitive Fähigkeit; Metakognition; Programmgestaltung; Schulreformplan; Schulumwandlung; Fremdsprachenunterricht
Abstract	Success for All is a comprehensive schoolwide restructuring program that has improved reading achievement, increased attendance, reduced special education referrals and placements, and virtually eliminated within-grade retentions in high-poverty elementary schools serving African American children. It is noted that as Success for All has expanded since its first implementation in 1986-87 in inner-city Baltimore (Maryland), districts and schools that serve language minority students are adopting the program. This report explains how Success for All is grounded in approaches that are particularly effective in promoting language minority students' academic success, including use of cooperative learning, the integration of language and communication, and a focus on metacognitive learning strategies. It also discusses adaptations in program delivery and curriculum development, especially the development of a Spanish reading curriculum, Lee Conmigo ("Read With Me"), to meet language minority students' language needs. The report's final section discusses a longitudinal evaluation to track language minority students' progress in Success for All. (Contains 35 references.) (GLR)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC