Search results: learner variabil

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Building Literacy PK-3 > Strategy > Encourage Student Self-advocacy
http://lvp.digitalpromiseglobal.org/content-area/literacy-pk-3/strategies/encourage-student-self-advocacy-literacy-pk-3/summary

In addition, providing ample opportunities for learners to digitally ask questions to their teachers and peers also promotes continual question-asking behaviors.

Building Math PK-2 > Strategy > Encourage Student Self-advocacy
http://lvp.digitalpromiseglobal.org/content-area/math-pk-2/strategies/encourage-student-self-advocacy-math-pk-2/summary

In addition, providing ample opportunities for learners to digitally ask questions to their teachers and peers also promotes continual question-asking behaviors.

Building Literacy 4-6 > Strategy References > Pre-Assessment
http://lvp.digitalpromiseglobal.org/page/references-pre-assessment-literacy-4-6

Bukhari, S. S. F. (2019). The effectiveness of pre-assessment to differentiate the reading tasks for the mixed-abilities EFL learners. English Language Teaching Research in the Middle East and North Africa: Multiple Perspectives, 125-152.

Building Literacy PK-3 > Strategy References > Pre-Assessment
http://lvp.digitalpromiseglobal.org/page/references-pre-assessment-literacy-pk-3

Bukhari, S. S. F. (2019). The effectiveness of pre-assessment to differentiate the reading tasks for the mixed-abilities EFL learners. English Language Teaching Research in the Middle East and North Africa: Multiple Perspectives, 125-152.

Building Math PK-2 > Factor References > lls
http://lvp.digitalpromiseglobal.org/page/references-language-skills-math-pk-2

Chan, S. (2015). Linguistic challenges in the mathematical register for EFL learners: Linguistic and multimodal strategies to help learners tackle mathematics word problems. International Journal of Bilingual Education and Bilingualism, 18(3), 306-318.

Building Math 3-6 > Strategy References > Strengths-based Approach
http://lvp.digitalpromiseglobal.org/page/references-strengths-based-approach-math-3-6

Makeme, B. (2013). Challenges in mainstreaming learners with visual impairment in Botswana secondary schools (Doctoral dissertation, University of the Free State).

Building Math PK-2 > Strategy References > Multiple Representations: Manipulatives
http://lvp.digitalpromiseglobal.org/page/references-multiple-representations-manipulatives-math-pk-2

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.

Building Math 7-10 > Strategy References > Collaborative Problem Solving
http://lvp.digitalpromiseglobal.org/page/references-collaborative-problem-solving-math-7-10

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.

Building Literacy 4-6 > Strategy > Encourage Student Self-advocacy
http://lvp.digitalpromiseglobal.org/content-area/literacy-4-6/strategies/encourage-student-self-advocacy-literacy-4-6/summary

In addition, providing ample opportunities for learners to digitally ask questions to their teachers and peers also promotes continual question-asking behaviors.

Building Literacy 7-12 > Strategy > Encourage Student Self-advocacy
http://lvp.digitalpromiseglobal.org/content-area/literacy-7-12/strategies/encourage-student-self-advocacy-literacy-7-12/summary

In addition, providing ample opportunities for learners to digitally ask questions to their teachers and peers also promotes continual question-asking behaviors.

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