This dissertation, "Bilingual Reading Strategy Development in L.1 Chinese and L.2 English" by So-ngor, Yau, 邱素娥, was obtained from The University of Hong Kong (Pokfulam, Hong Kong) and is being sold pursuant to Creative Commons: Attribution 3.0 Hong Kong License. The content of this dissertation has not been altered in any way. We have altered the formatting in order to facilitate the ease of printing and reading of the dissertation. All rights not granted by the above license are retained by the author. DOI: 10.5353/th_b3123637 Subjects: Reading comprehension - China - Hong Kong - Case studies School children - China - Hong Kong - Case studies High school students - China - Hong Kong - Case studies
Updated with the latest research, this third edition of the bestselling textbook prepares SLPs and educators to support young children who are dual language learners and make informed decisions about assessment and intervention when a disorder is present.
This volume explores Chinese reading development, focusing on children in Chinese societies and bilingual Chinese-speaking children in Western societies. The book is structured around four themes: psycholinguistic study of reading, reading disability, bilingual and biliteracy development, and Chinese children’s literature. It discusses issues that are pertinent to improving language and literacy development, and complex cognitive, linguistic, and socio-cultural factors that underlie language and literacy development. In addition, the book identifies instructional practices that can enhance literacy development and academic achievement. This volume offers an integrative framework of Chinese reading, and deepens our understanding of the intricate processes that underlie Chinese children’s literacy development. It promotes research in reading Chinese and celebrates the distinguished and longstanding career of Richard C. Anderson.
"In consideration of the fact that [English learners] learn differently from monolingual students in addition to the missing elements in the current reading instruction of ELs, these students need constant supports to refer to ... ELs need a metaphorical "tool box" that they can refer to when they come across an unfamiliar text or piece of language. This "tool box" is an all-encompassing list of reading strategies that EL students can rely on in order to successfully use and make sense of reading strategies, navigate between their first and second languages, and better understand L2 academic vocabulary"--Leaf 12. "This action research project on the use of a language "toolbox" reading strategy with fourth grade bilingual students helped me to gain insight on the following three questions: 1) How can I as a teacher researcher model a language "toolbox" reading strategy to fourth grade bilingual students to develop academic vocabulary in Spanish and English? 2) How can fourth grade bilingual students use a language "toolbox" reading strategy to develop academic vocabulary in Spanish and English? 3) What are fourth grade bilingual students' perceptions of using a language toolbox reading strategy?"--Leaves 74-75.
Reporting the findings of the National Literacy Panel on Language-Minority Children and Youth, this book concisely summarises what is known from empirical research about the development of literacy in language-minority children and youth, including development, environment, instruction, and assessment.
"This book shows teachers how to develop a toolbox of strategies for effectively teaching and engaging dual language learners while also supporting their families from diverse backgrounds. The book is organized by outlining and describing 45 teaching strategies that educators can use to implement best practices for effectively supporting dual language learners in their classroom. Using these tips, the authors detail how teachers can foster a language- and culture-inclusive classroom environment for all students"--
This comprehensive account of bilingualism examines the importance of using students’ native languages as a tool for supporting higher levels of learning. The authors highlight the social, linguistic, neuro-cognitive, and academic advantages of bilingualism, as well as the challenges faced by English language learners and their teachers in schools across the United States. They describe effective strategies for using native languages, even when the teacher lacks proficiency in a language. This resource addresses both the latest research and theory on native language instruction, along with its practical application (the what, why, and how) in K–8 classrooms. Key features include: Examples of programs that address the needs of learners from diverse language backgrounds, including Spanish, Chinese, Korean, Haitian Creole, Hindi, Bengali, and Russian. Teaching strategies, activities, and student tasks geared toward current academic standards. The role of primary language in ESL, dual language, special education, and general education programs. “At last, a book that focuses on the development of students’ bilingualism from the point of view of their home languages and not simply English! Rodríguez, Carrasquillo, and Lee lead teachers in uncovering the treasure of the home language in bilingual learning.” —Ofelia García, professor, The Graduate Center, City University of New York “I highly recommend The Bilingual Advantage . . . an essential tool to achieve equity and social justice as these evidence-based practices promote the high achievement and success of English learners within our schools.” —Jose Luis Alvarado, associate dean, College of Education, San Diego State University “This book brings together the latest research on the advantages of children learning in two languages and two cultures.” —From the Foreword by Margarita Calderón, professor emerita, Johns Hopkins University
