A Syntax-based Reading Intervention for English as Second-Language Learners
Students with English as second language (ESL) are typically behind monolingual peers in reading comprehension even when phonemic awareness skills, phonics and word recognition are at grade level. The lack of syntactic awareness is one of the reasons cited in multiple studies (August & Shanahan,...
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| Format: | Others |
| Language: | en |
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LSU
2012
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| Online Access: | http://etd.lsu.edu/docs/available/etd-05272012-174438/ |