Literature on Early Literacy Instruction in Four Languages (Chinese, Korean, Navajo, Russian).

Autor/inn/en	Thurlow, Martha; Liu, Kristin; Albus, Debra; Shyyan, Vitaliy
Institution	National Center on Educational Outcomes; Council of Chief State School Officers; National Association of State Directors of Special Education (NASDSE)
Titel	Literature on Early Literacy Instruction in Four Languages (Chinese, Korean, Navajo, Russian).
Quelle	(2003), (188 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Navajo; Chinese; Korean; Native Speakers; Elementary Secondary Education; Second Language Learning; Emergent Literacy; Russian; Reading Instruction; English (Second Language); Limited English Speaking; Search Strategies; Cultural Context; Metalinguistics; Teaching Methods; Reading Research; Parents as Teachers; Family Environment; Bilingual Education; Immersion Programs; Minority Groups; Foreign Countries; Navajo (Nation); Transfer of Training; China; South Korea + Suchen Sie Ihr Suchwort? China; Chinesen; Koreanisch; Muttersprachler; Zweitsprachenerwerb; Frühleseunterricht; Russisch; Leseunterricht; English as second language; English; Second Language; Englisch als Zweitsprache; Suchstrategie; Metalanguage; Metasprache; Teaching method; Lehrmethode; Unterrichtsmethode; Leseforschung; Familienmilieu; Bilingual teaching; Bilingualer Unterricht; Immersionsprogramm; Ethnische Minderheit; Ausland; Training; Transfer; Ausbildung; Korea; Republik
Abstract	This report, sponsored by the Office of English Language Acquisition (OELA), is a summary of evidence-based research on teaching reading to Chinese, Korean, Navajo, and Russian children. It complements a recent summary of the literature on teaching reading to Spanish speaking students. There is a significant need for evidence-based research on children who learn to read in languages other than English. The research reviewed in this report represents the linguistic background of several of the largest subgroups found in the K-12 limited English proficient (LEP; sometimes also referred to as English language learners or ELLs) student population nationwide. From this research, teachers and policymakers can gain a better understanding of the variations in definitions of literacy across cultures and how the language of a country or people affects the ways in which reading is taught. This understanding can be applied to decisions about the teaching of reading in English to second language learners. Appended are search terms, Websites searched, journals searched, information requests, methods, annotations, and literature summaries. (As Provided).
Anmerkungen	National Center on Educational Outcomes. University of Minnesota, 350 Elliott Hall, 75 East River Road, Minneapolis, MN 55455. Tel: 612-626-1530; Fax: 612-624-0879; e-mail: nceo@umn.edu; Web site: http://www.cehd.umn.edu/nceo
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10