Carhill–Poza, A. (2015). Opportunities and outcomes: The role of peers in developing the oral academic English proficiency of adolescent English learners. The Modern Language Journal, 99(4), 678-695.
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.
Goldenberg, C. (2008). Teaching English language learners: What the research does-and does not-say. ESED 5234 - Master List. 27.
Shi, Q., & Watkinson, J. (2019). English language learners and school belonging: Implications for school counselor practice. Professional School Counseling, 22(1b), 2156759X19834442.
Martiniello, M. (2008). Language and the performance of English-language learners in math word problems. Harvard Educational Review, 78(2), 333-368.
Shi, Q., & Watkinson, J. (2019). English language learners and school belonging: Implications for school counselor practice. Professional School Counseling, 22(1b), 2156759X19834442.
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.
Recess and physical education are ways for learners to exercise, which is essential for increasing oxygen flow to the brain and brain cell growth.
Learners with dyslexia may demonstrate differences with the Visual Processing of words and numbers, often stemming from difficulties with Phonological Awareness, which can disrupt the process of Visual Attention.
Products can provide adaptive language that adjusts to the appropriate Syntax complexity that can be read and understood by learners.
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