Burt, M., Peyton, J. K., & Schaetzel, K. (2008). Working with adult English language learners with limited literacy: Research, practice, and professional development. Washington, DC: Center for Applied Linguistics. Retrieved September, 12, 2008.
By engaging learners in quick, fun movement breaks, GoNoodle activates learners' bodies and brains so they are ready to concentrate and learn.
Ding, A. C. E. (2023). Supporting multilingual learners' science learning from the multimodal perspective: the case of a VR-Enhanced science unit. Journal of Research on Technology in Education, 1-21.
Bione, T., Grimshaw, J., & Cardoso, W. (2016). An evaluation of text-to-speech synthesizers in the foreign language classroom: Learners' perceptions. S. Papadima-Sophocleous, L. Bradley & S. Thouësny (Eds), CALL Communities and Culture – Short Papers from EUROCALL, 50-54.
By engaging learners in quick, fun movement breaks, GoNoodle activates learners' bodies and brains so they are ready to concentrate and learn.
Covelli, B. J. (2017). Online discussion boards: The practice of building community for adult learners. The Journal of Continuing Higher Education, 65(2), 139-145.
Goddu, K. (2012). Meeting the challenge: Teaching strategies for adult learners. Kappa Delta Pi Record, 48(4), 169-173.
Carlson, R., Padron, K., & Andrews, C. (2018). Evidence-based instructional strategies for adult learners: A review of the literature. Codex (2150-086X), 4(4), 29-47.
Mahmood, D. & Jacobo, H. (2019). Grading for growth: Using sliding scale rubrics to motivate struggling learners. Interdisciplinary Journal of Problem-Based Learning, 13(2).
Providing a story or concept map prior to lessons or having students create their own maps during or after reading helps learners identify and organize key elements of a text.
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