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.
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.
Fisher, D., & Frey, N. (2012). Engaging the adolescent learner: Text-dependent questions. Retrieved from International Reading Association website: https://education.illinoisstate.edu/downloads/casei/4-02A-Engaging%20fisher.pdf.
Makeme, B. (2013). Challenges in mainstreaming learners with visual impairment in Botswana secondary schools (Doctoral dissertation, University of the Free State).
Developers can make reading more accessible to different kinds of learners by adding options like text magnification or colored overlays to their screens.
When learners work independently to repeatedly recall and practice (retrieval practice) new material, they become fluent in the skill and are able to recall it automatically.
The interactivity and engaging nature of games can motivates learners to continue practicing math facts.
Martiniello, M. (2008). Language and the performance of English-language learners in math word problems. Harvard Educational Review, 78(2), 333-368.
Makeme, B. (2013). Challenges in mainstreaming learners with visual impairment in Botswana secondary schools (Doctoral dissertation, University of the Free State).
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.
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