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2018
Volume 76, Issue 3
  • ISSN: 0360-9170
  • E-ISSN: 1943-2402

Abstract

Describes the formation of the new “California Reading Initiative” that directly ties school funding to practices such as teaching phonemic awareness and systematic, explicit phonics. Assesses its research base, and discusses problems in teaching Limited-English-Proficient students to read following its directives. Presents research that supports an approach to reading instruction consistent with effective programs for bilingual students.

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/content/journals/10.58680/la199927
1999-01-01
2024-06-22
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http://instance.metastore.ingenta.com/content/journals/10.58680/la199927
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  • Article Type: Research Article
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