NotesFAQContact Us
Collection
Advanced
Search Tips
Peer reviewed Peer reviewed
Direct linkDirect link
ERIC Number: EJ880665
Record Type: Journal
Publication Date: 2010
Pages: 17
Abstractor: As Provided
Reference Count: 79
ISBN: N/A
ISSN: ISSN-1057-3569
Reading Difficulties and Grade Retention: What's the Connection for English Language Learners?
Bowman-Perrott, Lisa J.; Herrera, Socorro; Murry, Kevin
Reading & Writing Quarterly, v26 n1 p91-107 2010
Much of the student diversity in U.S. schools reflects increasing numbers of English language learners (ELL). ELL represent a very heterogeneous group in terms of their native language proficiency, educational experiences, access to quality early childhood programs, and immigration experiences. An unfortunate commonality they often share is poor academic achievement, particularly in the area of reading. Higher rates of grade retention and school dropout are consistently linked to poor academic performance. This article discusses literacy development, reading difficulties related to special education identification, and reading interventions for ELL. Practical strategies for reading instruction are also provided.
Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals
Publication Type: Journal Articles; Reports - Descriptive
Education Level: Elementary Secondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A