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Download full textWeih, Timothy G. – Online Submission, 2018
Teaching intermediate grade children how to write means teaching them how to write the alphabetical letters, words, lists, phrases, sentences, paragraphs, narrative text, expository text, and writing mechanics (punctuation & grammar). Teaching writing for meaning is teaching children how to express their thoughts in writing, this is the…
Descriptors: Writing Instruction, Content Area Writing, Elementary School Students, Intermediate Grades
Peer reviewedLee, Edmund W. – NABE: The Journal for the National Association for Bilingual Education, 1989
Finds that, among 544 fourth-sixth graders, Chinese-Americans identified as fluent English proficient or reclassified as such after bilingual education equaled or surpassed non-minority classmates in reading, language, and mathematics achievement scores, but showed intragroup differences by socioeconomic status, point of origin, dialect, and years…
Descriptors: Academic Achievement, Bilingual Students, Chinese Americans, Comparative Analysis
Peer reviewedMathes, Patricia G.; Fuchs, Lynn S. – Learning Disabilities Research and Practice, 1993
This study of 67 intermediate grade students with reading difficulties found that students in a peer-mediated sustained reading condition performed better than peer-mediated repeated reading students and control students receiving typical reading instruction, on fluency but not on comprehension. No effect for the level of text difficulty was…
Descriptors: Difficulty Level, Instructional Effectiveness, Intermediate Grades, Language Fluency
Peer reviewedStirling, E. G.; Miles, T. R. – Annals of Dyslexia, 1988
Compared to 19 controls, 21 dyslexic boys, age 11-18, were as successful in naming parts of objects in drawings, and they had no distinctive difficulty over homophones or homographs. However, subjects did produce more distortions of words, examples of inappropriate usage, incomplete sentences, repetitions, and other errors. (Author/JDD)
Descriptors: Adolescents, Dyslexia, Error Analysis (Language), Expressive Language
Wilde, Jeffrey; And Others – 1987
This study examines the academic performance of 6th-grade pupils who participated as Spanish-speaking limited English proficient (LEP) pupils in the district's bilingual education program; were reclassified as fluent-English proficient (FEP); and are now enrolled in all-English classes. The investigation was designed to answer the following…
Descriptors: Academic Achievement, Bilingual Education Programs, English (Second Language), Grade 6
Fetter, Mark – 1983
This paper reports on the relationship between English language fluency and reading achievement in California sixth grade students. The interaction between fluency and social class was examined. This interaction was found to be similar for students who spoke English only and for Spanish speakers who were fluent in English. It was diminished for…
Descriptors: Aptitude Treatment Interaction, English (Second Language), Grade 6, Intermediate Grades
Peer reviewedPrater, Doris L.; Bermudez, Andrea B. – Bilingual Research Journal, 1993
Effects of heterogeneous peer response groups (heterogeneous for language proficiency and ability) on the writing of limited-English-proficient (LEP) students was investigated in fourth-grade language arts classes. After one month, significant improvements on two measures of fluency were found for LEP students assigned to peer response groups, but…
Descriptors: Cooperative Learning, English (Second Language), Grade 4, Heterogeneous Grouping
Spada, Nina; Lightbown, Patsy M. – TESL Canada Journal, 1989
Reports on a study designed to investigate the second language development of francophone children in an experimental intensive English-as-a-Second-Language (ESL) program in Quebec. Results indicated that subjects outperformed students in regular ESL programs on listening and reading comprehension tests and in oral fluency and had more positive…
Descriptors: Comparative Analysis, English (Second Language), Foreign Countries, French
