Gersten, R. 　著

内容

目次

Preface. SECTION I: THE PRIMARY GOALS. 1. A Balanced Approach to EarlySpanish Literacy Instruction. 2. Language and Preliteracy Development in theEarly Grades. 3. Reading as a Gateway to Language Proficiency for LanguageMinority Students in the Primary Grades. SECTION II: THE TRANSITION YEARS. 4.Recent Research on Effective Instructional Practices for Content Area ESOL.5. Language Sensitive Peer Mediated Instruction for Culturally andLinguistically Diverse Learners in the Intermediate Elementary Grades. 6. TheDouble Demands of Teaching Language Minority Students. 7. Making theTransition to English Literacy Successful: Effective Strategies for StudyingLiterature with Transition Students. 8. Interactive Semantic Mapping andCharting: Enhancing Content Area Learning for Language Minority Students.SECTION III: MIDDLE AND HIGH SCHOOL GRADES. 9. Literature-based CognitiveStrategy Instruction for Middle School Latina/o Students. 10. InstructionalStrategies and Techniques for Middle School Students Who Are LearningEnglish. 11. Effective Instruction for High School English Language Learners.12. Preparing Text and Classroom Materials for English Language Learners:Curriculum Adaptations in Secondary School Settings. 13. Productive Teachingof Language Minority Students: What We Know and Need to Know. Perspective.