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Direct linkLópez, Francesca; Scanlan, Martin; Gorman, Brenda K. – Reading & Writing Quarterly, 2015
This study investigated the degree to which the quality of teachers' language modeling contributed to reading achievement for 995 students, both English language learners and native English speakers, across developmental bilingual, dual language, and monolingual English classrooms. Covariates included prior reading achievement, gender, eligibility…
Descriptors: English Language Learners, Native Speakers, Language Usage, Teacher Student Relationship
