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How Important Is Teaching Phonemic Awareness to Children Learning to Read in Spanish?
How Important Is Teaching Phonemic Awareness to Children Learning to Read in Spanish?
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How Important Is Teaching Phonemic Awareness to Children Learning to Read in Spanish?

Goldenberg, Claude ; Tolar, Tammy D. ; Reese, Leslie ; Francis, David J. ; Bazán, Antonio Ray ; Mejía-Arauz, Rebeca

American educational research journal, 2014-06, Vol.51 (3), p.604-633 [Periódico revisado por pares]

Los Angeles, CA: SAGE Publications

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2
Effectiveness of a Spanish Intervention and an English Intervention for English-Language Learners at Risk for Reading Problems
Effectiveness of a Spanish Intervention and an English Intervention for English-Language Learners at Risk for Reading Problems
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Effectiveness of a Spanish Intervention and an English Intervention for English-Language Learners at Risk for Reading Problems

Vaughn, Sharon ; Paul T. Cirino ; Linan-Thompson, Sylvia ; Mathes, Patricia G. ; Carlson, Coleen D. ; Elsa Cardenas Hagan ; Sharolyn D. Pollard-Durodola ; Fletcher, Jack M. ; Francis, David J.

American educational research journal, 2006, Vol.43 (3), p.449-487 [Periódico revisado por pares]

Washington, DC: American Educational Research Association

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3
Accelerating Early Academic Oral English Development in Transitional Bilingual and Structured English Immersion Programs
Accelerating Early Academic Oral English Development in Transitional Bilingual and Structured English Immersion Programs
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Accelerating Early Academic Oral English Development in Transitional Bilingual and Structured English Immersion Programs

Tong, Fuhui ; Lara-Alecio, Rafael ; Irby, Beverly ; Mathes, Patricia ; Kwok, Oi-man

American educational research journal, 2008-12, Vol.45 (4), p.1011-1044 [Periódico revisado por pares]

Thousand Oaks, CA: SAGE Publications

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4
One-Year Follow-up Outcomes of Spanish and English Interventions for English Language Learners at Risk for Reading Problems
One-Year Follow-up Outcomes of Spanish and English Interventions for English Language Learners at Risk for Reading Problems
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One-Year Follow-up Outcomes of Spanish and English Interventions for English Language Learners at Risk for Reading Problems

Cirino, Paul T. ; Vaughn, Sharon ; Linan-Thompson, Sylvia ; Cardenas-Hagan, Elsa ; Fletcher, Jack M. ; Francis, David J.

American educational research journal, 2009-09, Vol.46 (3), p.744-781 [Periódico revisado por pares]

Los Angeles, CA: SAGE Publications

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5
Reconceptualizing Spanish Teaching and Learning in Disruptive Times: Transformations from Curriculum Redesign
Reconceptualizing Spanish Teaching and Learning in Disruptive Times: Transformations from Curriculum Redesign
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Reconceptualizing Spanish Teaching and Learning in Disruptive Times: Transformations from Curriculum Redesign

Morris, Kimberly ; Brougham, Rose Marie

Hispania, 2021-09, Vol.104 (3), p.356-362 [Periódico revisado por pares]

American Association of Teachers of Spanish and Portuguese

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6
Learning for life, a structured and motivational process of knowledge construction in the acquisition/ learning of English as a foreign language in native Spanish speakers
Learning for life, a structured and motivational process of knowledge construction in the acquisition/ learning of English as a foreign language in native Spanish speakers
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Learning for life, a structured and motivational process of knowledge construction in the acquisition/ learning of English as a foreign language in native Spanish speakers

Mino-Garces, Fernando

International journal of English studies, 2009-01, Vol.9 (1), p.81-89 [Periódico revisado por pares]

Murcia: Servicio de Publicaciones de la Universidad de Murcia (Murcia University Press)

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7
A Cognitive Theory of Orthographic Transitioning: Predictable Errors in How Spanish-Speaking Children Spell English Words
A Cognitive Theory of Orthographic Transitioning: Predictable Errors in How Spanish-Speaking Children Spell English Words
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A Cognitive Theory of Orthographic Transitioning: Predictable Errors in How Spanish-Speaking Children Spell English Words

Fashola, Olatokunbo S. ; Drum, Priscilla A. ; Mayer, Richard E. ; Kang, Sang-Jin

American educational research journal, 1996, Vol.33 (4), p.825-843 [Periódico revisado por pares]

Washington, DC: American Educational Research Association

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8
The Limits of Expectations: A Case for Case Knowledge about Teacher Expectancy Effects
The Limits of Expectations: A Case for Case Knowledge about Teacher Expectancy Effects
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The Limits of Expectations: A Case for Case Knowledge about Teacher Expectancy Effects

Goldenberg, Claude

American educational research journal, 1992, Vol.29 (3), p.517-544 [Periódico revisado por pares]

Washington, DC: American Educational Research Association

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