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.
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.
Reynolds, D. W. (2005). Linguistic correlates of second language literacy development: Evidence from middle-grade learner essays. Journal of Second Language Writing, 14(1), 19-45.
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.
Incorporating pre-reading questions or activities promotes increased readiness to engage with a text by activating learners' Background Knowledge.
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.
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.
This supports learners by letting them know what to anticipate and allows their Attention to be on learning content.
This reinforces the concept that there are a variety of possibilities to solving a problem and can lead to the validation of an approach that may work better for some learners.
Kemp, A., Skrebneva, I., & Krüger, D. (2011). Supporting Deaf Learners in Inclusive Education Settings in South Africa. International Journal of Diversity in Organisations, Communities & Nations, 11(1).
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