Peer reviewedERIC Number: EJ675323
Record Type: CIJE
Publication Date: 2003
Pages: N/A
Abstractor: N/A
ISBN: N/A
ISSN: ISSN-1523-5882
EISSN: N/A
Available Date: N/A
Effective Second-Language Reading Transition: From Learner-Specific to Generic Instructional Models.
Avalos, Mary A.
Bilingual Research Journal, v27 n2 p171-205 Sum 2003
Analysis of reading comprehension errors made by 22 Spanish-speaking fourth-graders in decoding English text found that comprehension "errors" began at the word level and advanced to larger misinterpretations at the sentence level. The cognitive processes of English language learners when comprehending English texts showed individual differences, influenced by background and prior experiences. Transitional bilingual instruction should focus on individual learning needs. (Contains 64 references.) (TD)
Descriptors: Bilingual Education, Cultural Background, Elementary Education, English (Second Language), Error Analysis (Language), Grade 4, Hispanic American Students, Interference (Language), Language Proficiency, Limited English Speaking, Prior Learning, Reading Comprehension, Second Language Learning, Teaching Methods, Transitional Programs
For full text: http://brj.asu.edu/content/vol27 no2/abstracts.html.
Publication Type: Journal Articles; Reports - Research
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
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Author Affiliations: N/A
