Applying first-language skills to second-language comprehension: narrative comprehension by Spanish-English speakers
Susan R. Goldman, Maria Reyes, Connie Varnhagen, United States. Office of Bilingual Education and Minority Languages Affairs
Evaluation, Dissemination, and Assessment Center, California State University, Los Angeles, 1983 - Education - 44 pages
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Aesop's fables age-appropriate literacy skills arroyo assessed basic auditory bilingual program cazador Chicano Complex Reaction Development Connie Varnhagen data indicate differ Edmonton eight monolingual English English at grade English at level English English English reading ENROLLED IN BILINGUAL ESL and SSL ESL students fourth grade grade level guage hormiga hunter Input English Input kindergarten level English level Spanish mean number monolingual English speakers monolingual English students monolingual students NARRATIVE COMPREHENSION number of statements paloma oyó parsing skills performance with English presented story primary language questions ramita Reaction Development Outcome reading at level reading in English reading in Spanish recall data receiving ESL responses Santa Barbara scored second grade second language Spanish and English Spanish and transitioned Spanish at level Spanish instruction squirrel story recall tested third episode third grade Three groups trampa transitioned to English type of narrative United States Education University of Alberta University of California