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.
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.
Incorporating pre-reading questions or activities promotes increased readiness to engage with a text by activating learners' Background Knowledge.
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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