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Direct linkGarcía, Georgia Earnest; Taylor, Barbara M.; Pearson, P. David; Bray, Teresa Méndez; Primeaux, Joan; Mora, Raúl Alberto – Elementary School Journal, 2021
A mixed-design study investigated how teachers and second/third- and fourth-grade bilingual students in three high-poverty schools responded to dialogic cognitive strategy instruction or dialogic responsive engagement (RE) instruction compared with a treated control (vocabulary). The second graders were taught in Spanish, and the fourth graders…
Descriptors: Instructional Improvement, Reading Instruction, Reading Comprehension, Bilingual Students
