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Direct linkSung, Ko-Yin – Journal of Multilingual and Multicultural Development, 2022
This study investigated the oral reading strategy use of 51 first-grade readers in a Chinese Dual-Language Bilingual Education (DLBE) programme. It attempted to answer the following research questions: (1) What reading strategies do first-grade Mandarin Chinese DLBE learners employ to decode Chinese text during oral reading? (2) Do the first-grade…
Descriptors: Mandarin Chinese, Bilingual Education Programs, Second Language Learning, Second Language Instruction
Butvilofsky, Sandra Adriana; Sparrow, Wendy; Roberson, Nathan D.; Hopewell, Susan – AERA Online Paper Repository, 2016
This quasi-experimental study tested the efficacy of a research-based biliterate reading strategy, Lotta Lara, that is part of a larger paired literacy instructional program. Its purpose was to investigate whether Lotta Lara, which focuses on reading fluency, comprehension, and oracy through whole group instruction, impacted first grade emerging…
Descriptors: Bilingualism, Literacy, Reading Strategies, Literacy Education
Johanna Cena; Doris Luft Baker; Edward J. Kame'enui; Scott K. Baker; Yonghan Park; Keith Smolkowski – Reading and Writing: An Interdisciplinary Journal, 2013
This study examined the impact of a 15-min daily explicit vocabulary intervention in Spanish on expressive and receptive vocabulary knowledge and oral reading fluency in Spanish, and on language proficiency in English. Fifty Spanish-speaking English learners who received 90 min of Spanish reading instruction in an early transition model were…
Descriptors: Spanish, Intervention, Expressive Language, Receptive Language
