Clay, K., Zorfass, J., Brann, A., Kotula, A., & Smolkowski, K. (2009). Deepening content understanding in social studies using digital text and embedded vocabulary supports. Journal of Special Education Technology, 24(4), 1-16.
Unfortunately, in the early grades, bilingual and multilingual students are less likely to be identified as in need of special education services.
It is important for educators to encourage these flexible practices when appropriate, for example by giving explicit indication that learners may translanguage and use any and all of their linguistic resources when thinking about and working through a task.
Ross, S. W., & Sabey, C. V. (2015). Check-in check-out+ social skills: Enhancing the effects of check-in check-out for students with social skill deficits. Remedial and Special Education, 36(4), 246-257.
Ross, S. W., & Sabey, C. V. (2015). Check-in check-out+ social skills: Enhancing the effects of check-in check-out for students with social skill deficits. Remedial and Special Education, 36(4), 246-257.
Fine, C. G. M., & Furtak, E. M. (2020). A framework for science classroom assessment task design for emergent bilingual learners. Science Education, 104(3), 393-420.
Cain, K. (2007). Syntactic awareness and reading ability: Is there any evidence for a special relationship? Applied Psycholinguistics, 28(4), 679-694.
It is important for educators to encourage these flexible practices when appropriate, for example by giving explicit indication that learners may translanguage and use any and all of their linguistic resources when thinking about and working through a task.
It is important for educators to encourage these flexible practices when appropriate, for example by giving explicit indication that learners may translanguage and use any and all of their linguistic resources when thinking about and working through a task.
When teachers devote special attention to patterning, students are better able to identify, replicate, and extend patterns, which are foundational for Proportional Reasoning.
Except where otherwise noted, content on this site is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License
Already a user? LOG IN
