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Direct linkGarcía, Georgia Earnest; Sacco, Lena J.; Guerrero-Arias, Beatriz Eugenia – Reading Teacher, 2020
Spanish-English cognates (words from ancestrally related languages similar in appearance and meaning) are plentiful in students' reading materials, but few researchers have documented elementary-age bilingual (Spanish-English) students' actual use of cognates. The authors drew from two qualitative research studies to show how bilingual students…
Descriptors: Teaching Methods, Spanish, English (Second Language), Second Language Learning
Kelly, Laura Beth – Reading Teacher, 2019
Teachers balance many goals when selecting texts for small-group reading. The author explored the impact of one variable that teachers consider, quantitative text difficulty, on students' participation, discussion, comprehension, and fluency in small-group discussions of informational science texts. Six bilingual third graders identified as…
Descriptors: Reading Instruction, Small Group Instruction, Difficulty Level, Student Participation
Montelongo, José A.; Hernández, Anita C. – Reading Teacher, 2013
The purpose of the present paper is to introduce the Teachers' Choices Cognate Database. English-Spanish cognates are words that are orthographically and semantically identical or nearly identical in both English and Spanish. To create this free online database, the cognates from every one of the 146 International Reading Association's…
Descriptors: Databases, English Language Learners, Spanish Speaking, Bilingual Students
Ciechanowski, Kathryn M. – Reading Teacher, 2009
This article reports on a study of how third-grade bilingual students drew from everyday resources, particularly popular culture, in science classes and how the use of these resources shaped how they made sense of academic texts. Six months of data collection in an urban Midwestern school demonstrated that students--especially English-language…
Descriptors: Textbooks, Popular Culture, English (Second Language), Bilingual Students
