Effects of Instructional Conversations and Literature Logs on Limited- and Fluent-English-Proficient Students' Story Comprehension and Thematic Understanding.

Saunders, William M.; Goldenberg, Claude

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Peer reviewed

ERIC Number: EJ582399

Record Type: Journal

Publication Date: 1999

Pages: N/A

Abstractor: N/A

ISBN: N/A

ISSN: ISSN-0013-5984

EISSN: N/A

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Effects of Instructional Conversations and Literature Logs on Limited- and Fluent-English-Proficient Students' Story Comprehension and Thematic Understanding.

Saunders, William M.; Goldenberg, Claude

Elementary School Journal, v99 n4 p277-301 Mar 1999

Examined effects of instructional components for studying literature on limited-English-proficient and English-proficient students, part of an ongoing program to estimate effects of several individual components of a Spanish-to-English language-arts transition program. Found that combined effects of literature logs and instructional conversations on students' essays about a story's theme varied by language proficiency. (Author/SD)

Descriptors: Elementary Education, Elementary School Curriculum, Elementary School Students, English, English (Second Language), Language Arts, Language Skills, Limited English Speaking, Literature, Reading Comprehension, Second Language Learning, Spanish, Spanish Speaking, Thematic Approach, Transitional Programs

Publication Type: Journal Articles; Reports - Research

Education Level: N/A

Audience: N/A

Language: English

Sponsor: N/A

Authoring Institution: N/A

Grant or Contract Numbers: N/A

What Works Clearinghouse Reviewed: Meets Evidence Standards with Reservations

WWC Study Page: http://ies.ed.gov/ncee/wwc/study/78761

IES Cited: ED497258

Author Affiliations: N/A