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| Bermudez, Andrea B. | 2 |
| Fradd, Sandra H. | 1 |
| Prater, Doris L. | 1 |
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| Journal Articles | 2 |
| Reports - Descriptive | 1 |
| Reports - Research | 1 |
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| Practitioners | 1 |
| Teachers | 1 |
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| Meets WWC Standards without Reservations | 1 |
| Meets WWC Standards with or without Reservations | 1 |
Peer reviewedPrater, Doris L.; Bermudez, Andrea B. – Bilingual Research Journal, 1993
Effects of heterogeneous peer response groups (heterogeneous for language proficiency and ability) on the writing of limited-English-proficient (LEP) students was investigated in fourth-grade language arts classes. After one month, significant improvements on two measures of fluency were found for LEP students assigned to peer response groups, but…
Descriptors: Cooperative Learning, English (Second Language), Grade 4, Heterogeneous Grouping
Peer reviewedFradd, Sandra H.; Bermudez, Andrea B. – Teacher Education and Special Education, 1991
A field-tested instruction and assessment model is described that fosters development of second-language skills by integrating writing with listening, speaking, reading, and problem solving. The model draws upon elements of process-oriented instruction, whole language learning, cooperative learning, cognitive mapping, and reading and writing…
Descriptors: Classroom Techniques, Cognitive Mapping, Cooperative Learning, Disabilities
