Peer reviewedERIC Number: EJ726491
Record Type: Journal
Publication Date: 2005-Sep-22
Pages: 4
Abstractor: ERIC
ISBN: N/A
ISSN: ISSN-1045-988X
EISSN: N/A
Increasing Reading Achievement of Students from Culturally and Linguistically Diverse Backgrounds
McCollin, Michelle; O'Shea, Doris
Preventing School Failure, v50 n1 p41 Fall 2005
Legislative language, mandated by the newly reauthorized Individuals With Disabilities Education Improvement Act (IDEIA) of 2004 and the No Child Left Behind Act (NCLB) of 2001, underscores a number of issues relevant to students from culturally and linguistically diverse backgrounds displaying reading-achievement difficulties. In this article, the authors offer strategies derived from scientific, research-based interventions to close the gaps in early literacy skills that are often observed for students from culturally and linguistically diverse backgrounds.
Descriptors: Federal Legislation, Reading Difficulties, Reading Achievement, Emergent Literacy, Reading Instruction, Student Diversity, Limited English Speaking, Phonological Awareness, Decoding (Reading), Culturally Relevant Education, Reading Fluency, Reading Comprehension
Heldref Publications, Helen Dwight Reid Educational Foundation, 1319 Eighteenth Street, NW, Washington, DC 20036-1802. Web site: http://www.heldref.org.
Publication Type: Journal Articles; Reports - Descriptive
Education Level: Early Childhood Education
Audience: Teachers
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Laws, Policies, & Programs: No Child Left Behind Act 2001
Grant or Contract Numbers: N/A
