For learners with low Working Memory, graphic organizers hold onto the information for them.
Mancilla-Martinez, J. (2010). Word meanings matter: Cultivating English vocabulary knowledge in fifth-grade Spanish-speaking language minority learners. TESOL Quarterly, 44(4), 669–699.
Hudson, T. (2017). Six strategies to reach, teach, and close math gaps for Latino English language learners in elementary and middle school. Bellevue, WA: DreamBox Learning.
Makeme, B. (2013). Challenges in mainstreaming learners with visual impairment in Botswana secondary schools (Doctoral dissertation, University of the Free State).
Products can facilitate think-alouds by recording the audio of learners while they verbalize their mathematical thinking.
Interactive games, like match-game puzzles, allow learners to practice and assess their Vocabulary knowledge by matching words with their respective definitions.
Duhaney, L. M. G., & Duhaney, D. C. (2000). Assistive technology: Meeting the needs of learners with disabilities. International Journal of Instructional Media, 27(4), 393-401.
Kieffer, Michael J., & Lesaux, Nonie K. (2010). Morphing into adolescents: Active word learning for English-language learners and their classmates in middle school. Journal of Adolescent & Adult Literacy, 54(1), 47-56.
Hudson, T. (2017). Six strategies to reach, teach, and close math gaps for Latino English language learners in elementary and middle school. Bellevue, WA: DreamBox Learning.
Barac, R., Bialystok, E., Castro, D. C., & Sanchez, M. (2014). The cognitive development of young dual language learners: A critical review. Early Childhood Research Quarterly, 29(4), 699-714.
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