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| Bilingual Research Journal | 1 |
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| Briggs, Kerri L. | 1 |
| De la Colina, Maria Guadalupe | 1 |
| HUBBARD, JAMES L. | 1 |
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| Lara-Alecio, Raphael | 1 |
| Parker, Richard I. | 1 |
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| ZARATE, LEONORE T. | 1 |
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Download full textHUBBARD, JAMES L.; ZARATE, LEONORE T. – 1967
THE CULTURALLY DISADVANTAGED CHILD, ALTHOUGH VERY VERBAL IN HIS LOCAL ENVIRONMENT, IS USUALLY VERBALLY DEFICIENT WITH RESPECT TO SOCIETY AS A WHOLE. PART OF THE ANSWER TO PROVIDING A MORE EFFECTIVE LANGUAGE EDUCATION TO THE CULTURALLY DEPRIVED YOUTH IS ENRICHMENT OR COMPENSATORY PROGRAMS LIKE HEAD START. TO INVESTIGATE THE EFFECT OF THE AUSTIN…
Descriptors: Ability Grouping, Compensatory Education, Disadvantaged, Disadvantaged Youth
Briggs, Kerri L.; Thomas, Kay – 1997
A study examined the experiences of students, teachers, and principals involved in the day-to-day teaching of early elementary reading in four of the 12 Texas "Spotlight Schools" (schools that emphasize early elementary reading and are useful in helping all children to read). Data were collected during four-day site visits to each…
Descriptors: Classroom Environment, Instructional Leadership, Primary Education, Reading Ability
Peer reviewedDe la Colina, Maria Guadalupe; Parker, Richard I.; Hasbrouck, Jan E.; Lara-Alecio, Raphael – Bilingual Research Journal, 2001
A study assessed an intensive fluency intervention for low-achieving at-risk beginning Spanish readers in grades 1-2. Data from 53 first- and second-graders in bilingual classrooms in southeast Texas indicated that implementing intensive reading fluency interventions in bilingual classrooms is feasible and valuable if conducted with fidelity and…
Descriptors: Beginning Reading, Bilingual Education, Grade 1, Grade 2
