Peer reviewedERIC Number: EJ622012
Record Type: Journal
Publication Date: 1999
Pages: N/A
Abstractor: N/A
Reference Count: N/A
ISBN: N/A
ISSN: ISSN-1523-5882
The English Literacy Development of Bilingual Students within a Transitional Whole-Language Curriculum.
Kucer, Stephen B.; Silva, Cecilia
Bilingual Research Journal, v23 n4 p347-71 Fall 1999
A study of bilingual third-graders beginning formal English literacy in a whole-language classroom found that students improved in reading abilities and comprehension, as assessed through miscue and retelling analysis; writing results were mixed; and holistic assessment of overall writing abilities did not show improvement. Students' uneven performance suggests the need for differentiated mediation. (Contains 37 references.) (Author/SV)
Descriptors: Bilingual Education, Bilingual Students, Elementary Education, English (Second Language), Grade 3, Hispanic American Students, Mexican American Education, Reading Improvement, Second Language Instruction, Whole Language Approach, Writing Improvement
Online at http://brj.asu.edu/v234/indexg.html.
Publication Type: Journal Articles; Reports - Evaluative
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
