Reading Interventions for the Improvement of the Reading Performances of Bilingual and Bi-Dialectal Children

Nonfiction, Reference & Language, Education & Teaching, Special Education, Experimental Methods, Teaching, Teaching Methods
Cover of the book Reading Interventions for the Improvement of the Reading Performances of Bilingual and Bi-Dialectal Children by Dr. Afra Johnson, AuthorHouse
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Author: Dr. Afra Johnson ISBN: 9781504955409
Publisher: AuthorHouse Publication: October 29, 2015
Imprint: AuthorHouse Language: English
Author: Dr. Afra Johnson
ISBN: 9781504955409
Publisher: AuthorHouse
Publication: October 29, 2015
Imprint: AuthorHouse
Language: English

The book explores the remedial pedagogy applied during intervention designed to improve the students metacognitive processes of learning new English-language knowledge. Todays globalization and technology on social behaviors demand that school-age students acquire reading skills by the use of audio-visual practices. The linguistic integrations during the intervention processes combined with direct instruction produced an individualized awareness of improvements in comprehension. Each student cognitively processed the audio input and visual text. My findings were related to the cultural practices of ESOL and ELL students to counteract the mismatch between home and school language frameworks. This type of technique encourages students to use the concepts of the English language related to what they hear, read, and speak within and outside of the school environment.

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The book explores the remedial pedagogy applied during intervention designed to improve the students metacognitive processes of learning new English-language knowledge. Todays globalization and technology on social behaviors demand that school-age students acquire reading skills by the use of audio-visual practices. The linguistic integrations during the intervention processes combined with direct instruction produced an individualized awareness of improvements in comprehension. Each student cognitively processed the audio input and visual text. My findings were related to the cultural practices of ESOL and ELL students to counteract the mismatch between home and school language frameworks. This type of technique encourages students to use the concepts of the English language related to what they hear, read, and speak within and outside of the school environment.

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