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Supporting Academic Achievement in English Language Learners (page 3)

By — Diversity in Education Special Edition Contributor
Updated on May 17, 2010

References

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Genesee, F., Paradis, J., & Crago, M. (2004). Dual language development and disorders. A handbook on bilingualism and second language learning. Baltimore: Brookes.
 
Kohnert, K., Yim, D., Nett, K., Fong Kan, P., & Duran, L. (2005).  Intervention with linguistically diverse preschool children: a focus on developing  home language(s). Journal of Language, Speech, and Hearing Services in Schools, 36, 251 - 263.
 
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MacSwan, J. & Rolstad, K. (2005).Modularity and the facilitation effect: psychological mechanisms of transfer in bilingual students. Hispanic Journal of Behavioral
Sciences, 27, 224-243.
 
McCardle, P., Kim, J., Grube, C., & Randall, V. (1995). An approach to bilingualism in early intervention. Infants and Young Children, 7, 63–73.

McLaughlin, B. (1992, December). Myths and misconceptions about second language learning. ERIC Digest [Online]. Available:     http://www.eric.ed.gov/contentdelivery/servlet/ERICServlet?accno=ED350885

Restrepo, M. A. (2003). Spanish language skills in bilingual children with specific language impairment. In S.Montrul & F.Ordoñez (Eds.), Linguistic Theory and Language Development in Hispanic Languages. Papers from the 5th Hispanic Linguistics Symposium and the 4th Conference on the Acquisition of Spanish and Portuguese (pp. 365-374). Summerville, MA: Cascadilla Press.

Restrepo, M. A., & Kruth, K. (2000). Grammatical characteristics of a bilingual student with specific language impairment. Journal of Children’s Communication Development, 21, 66-76.

Slavin, R. E. & Cheong, A. (2005). A synthesis of research on language of reading instruction for English language learners. Review of Educational Research, 75 (2),
247-284.
 
Slavin, & Cheong, (2004). What research says about reading. Educational Leadership 61(6), 52-57.
 
Thordardottir, E. T., Weismer, S. E., & Smith, M. (1997). Vocabulary learning in bilingual and monolingual intervention. Child Language Teaching and Therapy,
13(3), 215-227.
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