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ERIC Number: ED539139
Record Type: Non-Journal
Publication Date: 2013-Jan-29
Pages: 4
Abstractor: As Provided
Reference Count: 8
Six Differentiated Strategies for ESL Literacy for Birth to Third Grade Developmentally Disabled and Normal Students of Hispanic Heritage
Jaramillo, James; Jaramillo, Olga
Online Submission
When one effectively employs the strategies of exploratory-learning, wait-time, intervention, guided reading, meaning, and phonological-morphological-syntactical awareness-for infants and on up-to 3rd grade students-all-in a Montessori-like-learning-literacy-setting replete with semantical interactions with phonology, syllabology, morphology, and then-eventually short phrases and then-syntax by age-three-then we know we have done our academic=social work (see Jaramillo, J.; Fromkin & Rodman 1983, et. al). In closing, when all these infant to eighth grade students demonstrate reading comprehension of phonemes, morphemes, phrases, and syntax-then we all have progressed via the effective application of the aforementioned strategies.
Publication Type: Reports - Evaluative
Education Level: Early Childhood Education; Elementary Education; Grade 1; Grade 2; Grade 3; Kindergarten; Preschool Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A