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Adolescent Second Language Literacy: Language-Culture, Literature, and Identity.
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McCafferty, Steven G. – Reading Research and Instruction, 2002
Suggests adolescent second language speakers of English can better understand the second culture as embedded in the language, and feel more comfortable with expressing their sense of self through language, by discussing language and its use in the contexts of literary texts. Examines elements of the interface between language, culture, and…
Descriptors: Adolescents, Cultural Differences, Language Role, Language Usage
Portfolios in a High School Classroom: Challenges to Change.
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Moje, Elizabeth B.; And Others – Reading Research and Instruction, 1994
Presents findings of a collaborative study that examined a teacher's implementation of portfolio instruction and assessment in a high school French class. Gives perspectives of the teacher and students involved, and discusses implications of these perspectives. (HB)
Descriptors: French, High Schools, Reading Comprehension, Reading Instruction
Literature-Based Integrated Language Instruction and the Language-Deficient Student.
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Bartley, Ninette – Reading Research and Instruction, 1993
Determines whether reading comprehension scores of intermediate-grade language-deficient students improved with use of literature-based integrated language (whole language) instruction. Finds a significant gain after 25 weeks of instruction. Suggests that the effectiveness of whole language instruction may be significantly enhanced with the use of…
Descriptors: Discussion (Teaching Technique), Grade 6, Instructional Effectiveness, Intermediate Grades
Two Students' Responses to, and Literacy Growth in, a Whole Language Curriculum.
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Kucer, Stephen B. – Reading Research and Instruction, 1999
Considers different responses of two third-grade bilingual students to an English whole-language literacy curriculum. Examines how the students resisted, appropriated, and/or internalized a whole-language curriculum. Discusses the relationship between student curricular interactions and their literacy development. (SC)
Descriptors: Bilingual Students, Grade 3, Primary Education, Reading Instruction
First-Grade Latino Students' English-Reading Growth in All-English Classrooms
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Neufeld, Paul; Amendum, Steven J.; Fitzgerald, Jill; Guthrie, Karren M. – Reading Research and Instruction, 2006
Two main questions were addressed in this study: (1) How does first grade Latino English-language learners' growth in English instructional reading level and selected word-level reading subprocesses (ability to read words in isolation, phonemic awareness, and phonics) compare to their monolingual native-English-speaking peers' growth?; and (2)…
Descriptors: Reading Skills, Monolingualism, Reading Ability, Oral English
Establishing Reliable Procedures for Rating ELL Students' Reading Comprehension Using Oral Retellings
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Sudweeks, Richard R.; Glissmeyer, Connie B.; Morrison, Timothy G.; Wilcox, Bradley R.; Tanner, Mark W. – Reading Research and Instruction, 2004
Oral retellings are strongly recommended as a way to measure reading comprehension for second language learners (Bernhardt, 1985, 1990, 1991). However, the reliability of such ratings is a matter of concern for a variety of reasons (Aiken, 1996; Cooper, 1981; Saal, Downey, & Lahey, 1980). The purpose of this study was to establish reliable rating…
Descriptors: Error of Measurement, Generalizability Theory, Reading Comprehension, Second Language Learning