Increasing content accessibility to promote reading comprehension among English learners-Reference-Cited by-同舟云学术

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Increasing content accessibility to promote reading comprehension among English learners

Published:2021-02 Issue:6 Volume:58 Page:1096-1113
ISSN:0033-3085
Container-title:Psychology in the Schools
language:en
Short-container-title:Psychology in the Schools

Author:

Fite Nathan M.¹,Morrison Julie Q.²^ORCID,Hawkins Renee O.²,Newman Christa²,Rojas‐Guyler Liliana³

Affiliation:

1. Department of Student Services Cincinnati Public Schools Cincinnati Ohio USA

2. School Psychology Program CECH, School of Human Services University of Cincinnati Cincinnati Ohio USA

3. Health Promotion and Education University of Cincinnati Cincinnati Ohio USA

Publisher

Wiley

Subject

Developmental and Educational Psychology,Education

Link

https://onlinelibrary.wiley.com/doi/pdf/10.1002/pits.22491

Reference60 articles.

1. English-Language Learners: Implications of Limited Vocabulary for Cross-Language Transfer of Phonemic Awareness With Kindergartners

2. English Language Learners: Developing Literacy in Second-Language Learners—Report of the National Literacy Panel on Language-Minority Children and Youth

3. Determining an Effective Intervention Within a Brief Experimental Analysis for Reading: A Meta-Analytic Review

4. Effective Reading Programs for Spanish-Dominant English Language Learners (ELLs) in the Elementary Grades

5. Examining sources and mechanisms of reading comprehension difficulties: Comparing English learners and non-English learners within the simple view of reading.

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