amazon.com Hallie Preskill: Building Evaluation Capacity: 72 Activities for Teaching and Training

Folder: Bilingual Education Bilingual Literacy (1998) Page Contents A   |   B   |   C   |   D   |   E   |   F   |   G   |   H   |   J   |   K   |   L   |   M   |   N   |   O   |   P   |   Q   |   R   |   S   |   T   |   U   |   V   |   W   |   Z A Aaronson, D., & Ferres, S. (1986). Sentence Processing in Chinese-American Bilinguals. Journal of Memory and Language v25 n2 p136-62 Apr 1986. Compares the processing of English words by Chinese-English bilinguals with that of monolingual English speakers. Subjects read and rated English words for their contribution to sentence structure and meaning. It was found that bilinguals generally rated English words as contributing more to sentence structure and meaning than did monolinguals. (SED) EJ333222 Abramson, S., & Others, A. (1990). Literacy Development in a Multilingual Kindergarten Classroom. Childhood Education v67 n2 p68-72 Win 1990. Whole language activities promote the English literacy development of young children with limited English proficiency. Teaching strategies for promoting whole language development include (1) content-specific instruction; (2) scaffolding; (3) caretaker speech; (4) wait time; (5) peer interaction; and (6) cultural relating. (DG) UMI Report/ISSN: ISSN-0009-4056 EJ423520 Akamatsu, C. T., & Armour, V. V. A. (1987). Developing Written Literacy in Deaf Children through Analyzing Sign Language. American Annals of the Deaf v132 n1 p46-51 Mar 1987. The effects of complementary sign language instruction on three measures of literacy were evaluated with six severely to profoundly deaf high school residential students. Instruction involved comparing American Sign Language and English, literal and figurative translation, and editing and grammatical English skills. Positive results have implications for bilingual-bimodal instruction. (Author/DB) UMI EJ359390 Alford, M. R. (1987). Developing Facilitative Reading Programmes in Third World Countries. A Culturally Relevant Programme for Teaching Reading in the Mother Tongue: The Karaja Indians of Brazil. Journal of Multilingual and Multicultural Development v8 n6 p493-511 1987. Discusses how linguistic and ethnological investigation have been key factors in the establishment of an indigenous bilingual education program with the Karaja Amerindians in Brazil. Program elements described include study of both Karaja and Portuguese with indigenous bilingual teachers; production of culturally and linguistically appropriate reading materials; and creation of an Indigenous Social Studies Book. (Author/CB) EJ367572 Argulewicz, E. N., & Sanchez, D. D. T. (1982). Considerations in the Assessment of Reading Difficulties in Bilingual Children. School Psychology Review v11 n3 p281-89 Sum 1982. School psychologists must be aware of the influence of sociocultural and linguistic variables on the acquisition of reading skills when assessing reading problems in children from bilingual populations. Although the article deals primarily with Spanish speaking children, many of the considerations also apply to other minority language groups. (Author/BW) EJ267828 Arvizu, S. F., & Saravia-Shore, M. (1990). Cross-Cultural Literacy: An Anthropological Approach to Dealing with Diversity. Education and Urban Society v22 n4 p364-76 Aug 1990. Discusses the limitations of Hirsch's concept of cultural literacy and suggests that the anthropological concept of cross-cultural literacy is more appropriate. Reviews (1) the resolutions of the Council on Anthropology and Education that are concerned with cultural diversity; and (2) the controversies surrounding bilingual education. (EVL) UMI Report/ISSN: ISSN-0013-1245 EJ429485 Au, K. H. (1995). Multicultural Perspectives on Literacy Research. Journal of Reading Behavior v27 n1 p85-100 Mar 1995. Describes the broad territory covered by researchers whose work reflects various multicultural perspectives on literacy. Discusses four areas of literacy research that reflect these perspectives: critical analyses, cultural difference analyses, bilingual analyses, and literary analyses. Also discusses the foremost proponents of each perspective. (PA) UMI Report/ISSN: ISSN-0022-4111 EJ506384 B Bacon, H. L., & Others, A. (1982). The Effectiveness of Bilingual Instruction with Cherokee Indian Students. Journal of American Indian Education v21 n2 p34-43 Feb 1982. Determines that the eighth grade reading and mathematics achievement scores of Cherokee Indian students in Oklahoma improve for those receiving four to five years of bilingual instruction. Makes five recommendations for further study and implementation of bilingual education; appends tables of statistical findings. (LC) Reprint: UMI EJ262105 Bean, T. W., & Others, A. (1981). Beginning ESL Readers' Attention to the Graphemic Features of Print. Reading Improvement v18 n4 p346-49 Win 1981. Concludes that beginning English-as-a-second-language students might be getting an instructional message about the reading process that overemphasizes the least useful aspects of print at the expense of comprehension. (FL) Reprint: UMI EJ257766 Bernhardt, E., & Others, A. (1995). Assessing Science Knowledge in an English/Spanish Bilingual Elementary School. Cognosos v4 n1 p4-8 Win 1995 Ohio Available in paper copy and microfiche. EDRS Price - MF01/PC01 Plus Postage. Contract no.: R117Q00062. Anecdotal evidence from teachers who teach in bilingual or second language settings indicates that there is a potential for loss of subject matter. This loss is particularly troubling within the context of science learning. This article reviews several projects aimed at developing an understanding of the implications of bilingual instruction in student outcomes and for student success. Twenty students were asked to read four different texts in Spanish: one narrative, and three expository texts which covered science concepts. Children were asked to read and recall the texts in the language in which they felt most comfortable. They were then interviewed in groups about reading in science. In addition, the children's English language California Achievement Test (CAT) scores in reading, vocabulary, and mathematics were collated. All reading scores in Spanish, the second language, significantly intercorrelated (ranging from.83 to a low of.78) and significant relationships existed between the CAT vocabulary measures (in English) and two of the reading scores and between the CAT reading scores in English and three of the Spanish reading passages. It is concluded that the children in the study indicate they are potentially proficient users and doers of science, that this using and doing is visible through literacy-related activities and materials, and is potentially masked by performance assessment. Contains 10 references. (LZ) ED380303 Biava, C. (1990). Native American Languages and Literacy: Issues of Orthography Choice and Bilingual Education. Kansas Working Papers in Linguistics v15 n2 p45-59 1990 Kansas Available in paper copy and microfiche. EDRS Price - MF01/PC01 Plus Postage. Native American language communities have had four choices regarding the adoption or change of a writing system in recent years: to adopt or not to adopt a system, or in the case of an existing system, to alter it or not to alter it. The paper also examines the criteria of orthography choice and functions of literacy. Bilingual eduction issues are seen as the most important function of Native language literacies. Also examined are problems that face Native language literacy programs. (Contains 22 references.) (Author) ED353803 Blosser, B. J. (1988). Television, Reading and Oral Language Development: The Case of the Hispanic Child. NABE: The Journal for the National Association for Bilingual Education v13 n1 p21-42 Fall 1988. Finds that, among 168 Mexican and Puerto Rican children in grades two, four, and seven, television viewing was positively related to reading comprehension and vocabulary scores, but the relationships differed by ethnicity, grade, level of English proficiency, and time of day of television viewing. Contains 17 references. (SV) EJ391045 Bonilla, A. M. (1989). A Comparative Analysis of Comprehension Questions in Three California State Adopted Spanish and English Basal Readers. NABE: The Journal of the National Association for Bilingual Education v13 n3 p235-52 Spr 1989. In three series of state-adopted parallel English and Spanish basal readers, comprehension questions most frequently assessed literal comprehension, followed by inference, evaluation, and appreciation. Readability level was higher than stated for second and third grade English texts and higher for Spanish than English texts. Contains 24 references. (SV) Report/ISSN: ISSN-0884-5352 EJ436518 Burnham-Massey, L., & Pina, M. (1990). Effects of Bilingual Instruction on English Academic Achievement of LEP Students. Reading Improvement v27 n2 p129-32 Sum 1990. Examines the effects of bilingual instruction on English academic achievement of limited English proficient (LEP) students. Finds that bilingual education is an effective instructional program for LEP students. (MG) UMI Report/ISSN: ISSN-0034-0510 EJ412961 C Cabello, B. (1983). A Description of Analysis for the Identification of Potential Sources of Bias in Dual Language Achievement Tests. NABE: The Journal for the National Association for Bilingual Education v7 n2 p33-52 Win 1983. Although the vocabulary, content, and format of the English and Spanish versions of the California Test of Basic Skills were largely equivalent, content analysis revealed three possible sources of test bias: (1) problems inherent in translation; (2) the match between tests and instructional materials; and (3) intervening cultural variables. (SB) EJ285759 Cabello, B. (1984). Cultural Interference in Reading Comprehension: An Alternative Explanation. Bilingual Review v11 n1 p12-20 Jan-Apr 1984. Describes cultural bias at four levels: lexico-syntactic, content and concepts, social and cognitive, and schematic or frame of reference. A study is described which provides examples of cultural bias in reading comprehension items because of a mismatch between the culture of the test item and that of the test taker. UMI EJ323873 Calero-Breckheimer, A., & Goetz, E. E. T. (1993). Reading Strategies of Biliterate Children for English and Spanish Texts. Reading Psychology v14 n3 p177-204 Jul-Sep 1993. Examines strategy use of biliterate third- and fourth-grade readers reading in Spanish and in English. Finds that students reported the same number and same type of strategies whether reading in Spanish or English; reading times and gist recall on the retellings did not differ for the two languages; and strategy use was related to comprehension. (RS) UMI Report/ISSN: ISSN-0270-2711 EJ466751 Canagarajah, A. S. (1997). Challenges in English Literacy for African-American and Lankan Tamil Learners: Towards a Pedagogical Paradigm for Bidialectal and Bilingual Minority Students. Language and Education v11 n1 p15-37 1997. Compares two separate classroom ethnographies in higher educational institutionsone on African American students learning academic writing and another on Sri Lankan Tamil students learning English for general purposes. Attempts to overcome the separation of the concerns of bilingual and bidialectal minority students in English-language teaching. (55 references) (Author/CK) Report/ISSN: ISSN-0950-0782 EJ546048 Cargill-Power, C. (1980). Aula/The Classroom: Approaches to Improving the Reading Skill of the Bilingual Student. NABE: The Journal for the National Association for Bilingual Education v4 n3 p93-99 Spr 1980. Once bilingual students have reached an elementary level of reading competence in their second language; a step-by-step procedure can be followed to improve their reading skills through exercises and techniques which develop reading speed, vocabulary, and comprehension. (SB) EJ234936 Carrasquillo, A. L., & Carrasquillo, C. (1979). Bilingual Parents Can Help You Teach Reading and Language Arts in English. NABE: The Journal for the National Association for Bilingual Education v3 n2 p83-91 Win 1979. Bilingual parents can help the teacher in developing culture-related reading activities and with students' emotional adjustments. They can help the librarian in reading and language arts related activities. At home, they can give children the confidence and reassurance needed to learn successfully in a different language environment. (NQ) EJ203634 Cervantes, H. T., & Others, A. (1979). Community Involvement in Bilingual Education: The Bilingual Educator as Parent Trainer. NABE: The Journal for the National Association for Bilingual Education v3 n2 p73-82 Win 1979. The study determined that parents from bilingual and culturally diverse environments could be trained by bilingual educators to enhance attitudes toward reading and reading-related behaviors of their primary level children. (Author/NQ) EJ203633 Chang, Y.-L., & Watson, D. D. J. (1988). Adaptation of Prediction Strategies and Materials in a Chinese-English Bilingual Classroom. Reading Teacher v42 n1 p36-44 Oct 1988. Investigates the effects of prediction strategies and predictable materials in teaching ethnic Chinese children in the United States to read in Chinese. Shows that the use of predictable materials and prediction strategies resulted in good responses by the beginning Chinese readers. (MM) UMI Bilingual Education Bilingual Students Chinese Kindergarten Prediction Primary Education Reading Instruction Reading Processes Reading Research Reading Strategies Schemata (Cognition) Second Language Instruction Second Languages EJ377456 Chitiri, H.-F., & Willows, D. D. M. (1997). Bilingual Word Recognition in English and Greek. Applied Psycholinguistics v18 n2 p139-56 Jun 1997. A study investigated word recognition processes of Greek/English bilinguals in relation to linguistic and syntactic differences in the languages, then compared those processes with those of monolinguals. Bilingual readers performed differently in the languages, conforming more to monolingual patterns in their native language (Greek), interpreted as lack of coordination of different word processing skills in the second language. (Author/MSE) Report/ISSN: ISSN-0142-7164 EJ549184 Chu-Chang, M. (1981). The Dependency Relation between Oral Language and Reading in Bilingual Children. Journal of Education v163 n1 p30-55 Win 1981. Discusses the dependency relation between oral language and reading in bilingual children. Based on a review of literature, proposes a model of monolingual versus bilingual reading and presents the results of an experiment designed to test the model on Chinese speaking students. (Author/GC) Reprint: UMI EJ243365 Clarkson, P. C. (1991). Language Comprehension ErrorsA Further Investigation. Mathematics Education Research Journal v3 n2 p24-33 1991. Error frequency and language competence of bilingual grade 6 students were analyzed to determine the effect of language comprehension in errors made in solving mathematical word problems. Results provide support for the linkage of comprehension errors to measures of language competency. (29 references) (MDH) Report/ISSN: ISSN-1033-2170 EJ464661 Coll, J., & Osuna, A. (1990). A Comparison of Reading Miscue Analysis between Bilingual and Monolingual South American Third Graders. Hispania v73 n3 p807-15 Sep 1990. Miscue analysis of Venezuelan third graders' reading of a folktale indicated that, while all three native Spanish-speaking subjects were natural users of their language, they needed to expand and enhance processes to become proficient readers of Spanish. Similar miscues were found between the two monolingual and the one bilingual subject. (CB) UMI Report/ISSN: ISSN-0018-2133 EJ413373 Colon-Vila, L. (1997). Storytelling in an ESL Classroom. Teaching Pre K-8 v27 n5 p58-59 Feb 1997. Discusses efforts of an ESL teacher to use storytelling in a multiage classroom to bridge language barriers. Suggests that storytelling can be used to teach not only English, but also history and science, since storytelling develops imagination as well as oral and written communication skills, encourages the art of listening, and helps expand knowledge of story schema. (AA) Report/ISSN: ISSN-0891-4508 EJ541587 Connor, U. (1990). In Search of the Ideal Bilingual Reader: Using a New Interview Research Method. NABE: The Journal of the National Association for Bilingual Education v14 n1-3 p167-82 Fall-Spr 1989-90. An interview method for assessing reading processes was pilot tested to examine reader-text interaction among native-Spanish-speaking fifth graders. Subjects were active participants in the reading situation but were lacking in aspects related to the text's cultural content. The reading interview method is highly recommended for use in second-language reading research. (Author/SV) EJ474825 Constantino, R. (1996). Miles Away, Worlds Apart. Equity & Excellence in Education v29 n2 p78-81 Sep 1996. Studies three schools in the Los Angeles Unified School District to show the existence of large inequities in public schools that are geographically only miles apart. Disparities in teacher preparation, access to reading material, types of literacy activities, and teaching practices are studied. (GR) Report/ISSN: ISSN-1066-5684 EJ535179 Constantino, R., & Lavadenz, M. (1993). Newcomer Schools: First Impressions. Peabody Journal of Education v69 n1 p82-101 Fall 1993. Highlights instructional practices in four California newcomer schools designed to address newly arrived immigrant students' instructional needs. Observations of the schools indicated effective instructional practices for that student population were not being used in most of the newcomer classrooms, despite a strong commitment to support and assist newly arrived students. (SM) UMI Report/ISSN: ISSN-0161-956X EJ480403 Crowell, C. G. (1995). Documenting the Strengths of Bilingual Readers. Primary Voices K-6 v3 n4 p32-38 Nov 1995. Discusses how the author, a second-/third-grade bilingual teacher, uses miscue analysis to plan reading strategy instruction that meets each individual child's needs by building on each one's strengths as a reader, in both their first and second languages. Appends a description of buddy reading. (SR) UMI Report/ISSN: ISSN-1068-073X EJ517711 Cummins, J. (1989). Language and Literacy Acquisition in Bilingual Contexts. Journal of Multilingual and Multicultural Development v10 n1 p17-31 1989. Three psycho-educational principles are outlined (additive bilingual enrichment principle, interdependence principle, and sufficient communicative interactive principle) to illustrate research on the maintenance of Frisian among native speakers and the development of Frisian fluency among native Dutch speakers. (Author/CB) EJ392310 Cummins, J. (1992). Bilingual Education and English Immersion: The Ramirez Report in Theoretical Perspective. Bilingual Research Journal: The Journal of the National Association for Bilingual Education v16 n1-2 p91-104 Win-Spr 1992. Based on a literacy interdependence theory, uses findings from the Ramirez et al. study on programs for Spanish-speaking, limited-English-proficient students to refute theories opposing bilingual education. Expresses concern that all three program types in the Ramirez study reflect transmission models of pedagogy in which students have little opportunity for producing meaningful language. (KS) EJ460174 Curiel, H., & Others, A. (1980). Achieved Reading Level, Self-Esteem, and Grades as Related to Length of Exposure to Bilingual Education. Hispanic Journal of Behavioral Sciences v2 n4 p389-400 Dec 1980. Notes the effect of varying lengths of time spent by seventh grade Mexican American students in an elementary level bilingual education program on the students' grade point average, reading achievement, and self-concept. (Author/SB) EJ241041 D Dale, D. C. (1981). Spanish-English Bilingual Books for Children: The Expanding Frontier. Top of the News v37 n4 p333-43 Sum 1981. Reviews recently published bibliographies of bilingual works to assist librarians in the selection of suitable materials for Hispanic-American children. Thirty-nine additional titles found in various libraries' children's book collections are also reviewed. (RAA) Reprint: UMI EJ250112 Danesi, M. (1993). Literacy and Bilingual Education Programs in Elementary Schools: Assessing the Research. Mosaic v1 n1 p6-12 Fall 1993. Argues, on the basis of research carried out in Canada and Belgium, that not only does the formal learning of the ancestral language in school enhance the overall cognitive abilities of immigrant children but also constitutes the optimal means by which such children can gain literacy in the dominant language. (37 references) (MDM) UMI Report/ISSN: ISSN-1195-7131 EJ499468 de Bernard, A. E. (1985). Why Jose Can't Get in the Class: The Bilingual Child and Standardized Reading Tests. Roeper Review v8 n2 p80-82 Nov 1985. The paper considers factors other than poor reading ability which may account for poor test scores of potentially gifted Hispanic bilingual students. It examines the nature of second language learning and its relation to language processing required by a reading test and the strategies of bright bilingual children which may negatively affect test performance. (Author/CL) UMI EJ329755 Diaz, J. O. P. (1981). Considerations for the Development of a Reading Program for Puerto Rican Bilingual Students. Reading Improvement v18 n4 p302-07 Win 1981. Discusses the role of reading in bilingual education and proposes that teachers in bilingual classrooms be grounded in cognitive development theory and practices. Concludes that once students have mastered English communication skills they will be able to transfer their thinking abilities into the second language without major difficulty. (FL) Reprint: UMI EJ257758 Diaz, J. O. P. (1981). Psycho-Educational Variable Affecting the Cognitive Development of Puerto Rican Bilingual Students. Reading Improvement v18 n1 p24-27 Spr 1981. Discusses J. Piaget's concepts of assimilation and accommodations in relation to bilingual education. Suggests that age differences must be considered when planning such a program for Puerto Rican adolescents. Concludes that motivation, the usefulness of the second language, and identification with speakers of the language are key to second language learning. (FL) Reprint: UMI EJ245593 Diaz, J. O. P. (1982). The Effects of a Dual Language Reading Program on the Reading Ability of Puerto Rican Students. Reading Psychology v3 n3 p233-38 Jul-Sep 1982. Reveals that Puerto Rican students recently arrived in the United States who participated in a bilingual reading program in Spanish and English performed significantly better than did similar students who did not participate in the program. (FL) Reprint: UMI EJ272403 Downey, J. (1981). The Language Storybook. Journal of Ethnic Studies v9 n1 p86-88 Spr 1981. Discusses the need for bilingual reading materials that have two languages side by side, designed for elementary school students. Describes a Greek-English version of "The Three Little Pigs" (also containing a transliterated Greek section), developed by staff members at a Cambridge, Massachusetts, magnet school. (GC) EJ245083 Downing, J. (1979). Results of Teaching Reading in I.T.A. to Children with Cognitive Defects. Reading World v18 n3 p290-99 Mar 1979. Suggests that the initial teaching alphabet has been demonstrated to be an effective tool in teaching reading to bilingual students and to students with reading and cognitive disabilities. (TJ) Reprint: UMI EJ203038 DuBois, D. M. (1979). Getting Meaning from Print: Four Navajo Students. Reading Teacher v32 n6 p691-95 Mar 1979. Analyzes the oral reading performance of four Navajo children and notes that they believed the purpose of reading was to produce acceptable English grammar. (MKM) Reprint: UMI EJ202894 Dupart, A., Matrat, C., & M., t. (1985). Reading Motivation Techniques in Bilingual and Bicultural Situations: An Interview with Chadly Fitouri. Journal of Reading v28 n6 p528-33 Mar 1985. Chadly Fitouri describes his experiments in Tunisia in which he used audiovisual methods (slides, music, storytelling) to become involved in literature and immersed in two cultures. (HOD) UMI EJ315104 Durgunoglu, A. Y., & Others, A. (1993). Cross-Language Transfer of Phonological Awareness. Journal of Educational Psychology v85 n3 p453-65 Sep 1993. Factors influencing English word identification performance of 27 Spanish-speaking beginning readers (grade 1) were investigated. Performance on English word and pseudoword recognition tests was predicted by Spanish phonological awareness and Spanish word recognition. Implications for instruction of beginning readers are discussed. (SLD) UMI Report/ISSN: ISSN-0022-0663 EJ473770 Durgunoglu, A. Y., & Others, A. (1993). Effects of Repeated Readings on Bilingual and Monolingual Memory for Text. Contemporary Educational Psychology v18 n3 p294-317 Jul 1993. Across 4 experiments, 121 college students and 80 Spanish-English bilingual members of the university community read narrative or expository texts and answered comprehension questions. Manipulating intervals between readings, language, and the activity between the readings indicates that all these variables influence whether a repeated reading enhanced memory. (SLD) Report/ISSN: ISSN-0361-476X EJ467983 E Early, M. (1990). Enabling First and Second Language Learners in the Classroom. Language Arts v67 n6 p567-75 Oct 1990. Describes how the teaching of language and the teaching of subject matter knowledge can be brought together to empower students and to foster a positive attitude toward their own abilities. Illustrates a framework for integrating language development and the development of subject matter knowledge with a case study of one classroom in Vancouver, British Columbia. (MG) UMI Report/ISSN: ISSN-0360-9170 EJ414785 Ebel, C. W. (1978). A Study of English as a Second Language Reading Instruction in Bilingual Programs. NABE: The Journal for the National Association for Bilingual Education v3 n1 p55-64 Fall 1978. The article reports on aspects of a recent study of classroom practices in the teaching of ESL reading to Spanish children in bilingual programs. A major finding of the study was that ESL pupils were dropped from ESL reading instruction at a very low reading level (second book, second level), regardless of age. (Author/NQ) EJ199985 Echevarria, J. (1996). The Effects of Instructional Conversations on the Language and Concept Development of Latino Students with Learning Disabilities. Bilingual Research Journal v20 n2 p339-63 Spr 1996. Five learning-disabled Latino elementary students read stories and participated in alternating lessons using traditional instruction (basal approach) or interactive instructional conversation (IC). Analysis of videotapes and of postlesson narratives constructed by each child found that IC resulted in more complex academic discourse, greater student engagement, and greater understanding of target concepts than did traditional instruction. Contains 30 references. (SV) EJ546435 Echevarria, J., & McDonough, R. (1995). An Alternative Reading Approach: Instructional Conversations in a Bilingual Special Education Setting. Learning Disabilities Research and Practice v10 n2 p108-19 Spr 1995. Students (n=12) in a self-contained elementary class for students with learning disabilities were taught using instructional conversation (IC), a teaching method in which students are engaged in interactions promoting analysis, reflection, and critical thinking. IC promoted oral participation and interactions among students and provided a holistic context, but required adaptations for students with learning disabilities. (DB) Report/ISSN: ISSN-0938-8982 EJ505132 Edwards, J. (1991). Literacy and Education in Contexts of Cultural and Linguistic Heterogeneity. Canadian Modern Language Review v47 n5 p933-49 Jul 1991. Discusses the multicultural education thrust to reduce illiteracy, as well as the linkage between language and identity. It is argued that encouraging literacy requires sensitivity to both roles of the tension between core knowledge and skills and the promotion of group values and culture. (60 references) (GLR) UMI Report/ISSN: ISSN-0008-4506 EJ431424 Edwards, V., & Walker, S. (1994). Multilingual Resources for Children. Language and Education v8 n3 p147-56 1994. Responds to Grace Feuerverger's article on literacy intervention. The authors argue that uncritical use of multilingual resources is unlikely to result in significant improvement in students' literacy. They outline problems inherent in the use of multilingual materials and reasons for international cooperation in this area. (14 references) (Author/CK) Report/ISSN: ISSN-0950-0782 EJ496368 Engberg, E. (1983). Gunnar Tingbjorn: A Vignette. Journal of Reading v26 n8 p702-06 May 1983. A Swedish linguist talks about his work and the role of reading and writing in helping immigrants achieve full bilingualism. (FL) Reprint: UMI EJ279355 Engelbrecht, G. (1980). Literacy in Rural BoliviaImplications for Bilingual Programs. Reading Teacher v33 n8 p933-35 May 1980. Outlines teaching strategies developed in an inservice program for elementary teachers in rural areas of Bolivia; notes the importance of developing children's oral language skills, using the local environment as the basis for language experience lessons, and including community study in the curriculum. Presents ideas useful to teachers in other bilingual situations. (ET) Reprint: UMI EJ227754 Evans, C. (1994). "Monstruos, Pesadillas," and Other Frights: A Thematic Unit. Reading Teacher v47 n5 p428-30 Feb 1994. Discusses a bilingual literary unit (English and Spanish) of scarey stories, intended to help students learn about this body of literature and discover ways of coping with fear themselves. Includes a 14-item annotated bibliography of suitable texts. (SR) UMI Report/ISSN: ISSN-0034-0561 EJ477424 F Faltis, C. J. (1984). Reading and Writing in Spanish for Bilingual College Students: What's Taught at School and What's Used in the Community. Bilingual Review v11 n1 p21-32 Jan-Apr 1984. Describes a study which examined the literacy approach to Spanish for Native Speakers (SNS) by focusing on one SNS class. The focus was on the relationship between the teachers' and the students' perceptions of the uses for Spanish literacy and the kinds of tasks found in textbooks and assignments. (Author/SED) UMI EJ323874 Feeley, J. T. (1979). A Workshop Tried and True: Language Experience for Bilinguals. Reading Teacher v33 n1 p25-27 Oct 1979. A workshop for primary teachers demonstrated the effectiveness of the language experience approach with bilingual students. (DD) Reprint: UMI EJ210740 Felix, J. W. d., & Others, A. (1993). A Comparison of Classroom Instruction in Bilingual and Monolingual Secondary Classrooms. Peabody Journal of Education v69 n1 p102-16 Fall 1993. Reports on a study of an innovative secondary bilingual program for preliterate immigrant adolescents. Researchers compared classroom processes used in the bilingual program to those in English-as-a-Second-Language classrooms. Observations indicated no significant differences in off-task behavior. Neither group participated in many higher level thinking activities. (SM) UMI Report/ISSN: ISSN-0161-956X EJ480404 Ferroli, L., & Krajenta, M. (1990). Validating a Spanish Developmental Spelling Test. NABE: The Journal of the National Association for Bilingual Education v14 n1-3 p41-61 Fall-Spr 1989-90. A test that assessed student developmental stage in spelling 12 Spanish words was administered along with measures of reading/language skills to 80 children in grades K-2 in a transitional bilingual program. The developmental spelling test was easy to administer and high in internal consistency and interrater reliability. As in English versions, scores were related to reading ability. (SV) EJ474818 Field, M. L., & Aebersold, J. J. A. (1990). Cultural Attitudes toward Reading: Implications for Teachers of ESL/Bilingual Readers. Journal of Reading v33 n6 p406-10 Mar 1990. Highlights some pertinent studies on culturally shaped assumptions about cognition and the nature of reading. Suggests that teachers of ESL/bilingual students investigate their students' cognitive clarity about reading; know their students' home environment; develop a flexible interpretation of reading behavior; and assess the dominant cultural group to which the students respond. (RS) UMI EJ405082 Fishman, J. A. (1980). Ethnocultural Dimensions in the Acquisition and Retention of Biliteracy. Journal of Basic Writing v3 n1 p48-61 Fall-Win 1980. Examines five biliterate (reading/writing mastery in two languages) educational settings for their functional approaches to language instruction and their different teaching methods. Notes the implications of such examinations and comparisons regarding regular English instruction and teaching English to speakers of other languages. (RL) Reprint: UMI EJ257733 Flores, B. M., & Garcia, E. E. A. (1984). A Collaborative Learning and Teaching Experience Using Journal Writing. NABE: The Journal for the National Association for Bilingual Education v8 n2 p67-83 Win 1984. A bilingual first grade teacher and bilingual teacher educator share how they collaborated in a learning and teaching experience to facilitate, guide, and evaluate bilingual children's literacy and biliteracy development using journal writing. Tables outline directions, questions, solutions, and insights for establishing a daily journal writing program. (NEC) EJ307294 Flores, B., & Others, A. (1986). Examining Assumptions and Instructional Practices Related to the Acquisition of Literacy with Bilingual Special Education Students. Journal of Reading, Writing, and Learning Disabilities International v2 n2 p147-59 1986. After describing a traditional approach to literacy education for bilingual special education students, the article proposes a new approach based on theoretical and research advances which stresses holistic literacy in real situations. An example of interactive journal writing between a teacher and a mildly handicapped trilingual 11-year-old is presented. (DB) EJ349289 Fontoura, H. A., & Siegel, L. S. (1995). Reading, Syntactic, and Working Memory Skills of Bilingual Portuguese-English Canadian Children. Reading and Writing: An Interdisciplinary Journal v7 n1 p139-53 Mar 1995. Examines the nature of language, memory, and reading skills of bilingual Portuguese-Canadian students and determines the relationship between reading problems in English and reading problems in Portuguese. Finds that the majority (67%) showed at least an average proficiency in both languages. Suggests that bilingualism does not have negative consequences for development of reading skills. (PA) Report/ISSN: ISSN-0922-4777 EJ535514 Freeman, D. E., & Freeman, Y. Y. S. (1993). Strategies for Promoting the Primary Languages of All Students. Reading Teacher v46 n7 p552-58 Apr 1993. Presents a brief overview of research and theory associated with providing second-language learners with instruction in their primary language. Describes five general strategies for providing bilingual students with first-language support. Notes that the examples come from teachers who have a strong commitment to supporting the development of all their students' languages. (RS) UMI Report/ISSN: ISSN-0034-0561 EJ460924 Freeman, Y. S. (1988). Do Spanish Methods and Materials Reflect Current Understanding of the Reading Process? Reading Teacher v41 n7 p654-62 Mar 1988. Noting that some educators are calling for a whole language approach to teaching Spanish reading to replace the traditional word approach, reviews various methods of teaching Spanish reading and summarizes research that supports a psycholinguistic view of reading. Suggests specific guidelines and materials to help teachers move toward a whole language reading program. (NH) UMI EJ368663 Freeman, Y. S. (1988). The Contemporary Spanish Basal Reader in the United States: How Does It Reflect Current Knowledge of the Reading Process. Research Notes. NABE: The Journal for the National Association for Bilingual Education v13 n1 p59-78 Fall 1988. Evaluates six major Spanish basal reading programs published since 1980 for Hispanic-American students. Concludes that these translated materials reflect a mechanistic part-to-whole view of reading and ignore current theories of reading as a meaning-seeking process. Contains 39 references and 23 sources of Spanish language materials. (SV) EJ391047 Freeman, Y. S., & Goodman, Y. Y. M. (1993). Revaluing the Bilingual Learner through a Literature Reading Program. Reading and Writing Quarterly: Overcoming Learning Difficulties v9 n2 p163-82 Apr-Jun 1993. Presents alternatives to three misconceptions about bilingual learners to promote the revaluing of these students. Describes traditional views of literacy instruction for second-language learners and suggests a whole-language literature program as an alternative. Lays out differences between inauthentic, controlled literature-based reading programs and meaningful, authentic programs. (RS) Report/ISSN: ISSN-0748-7630 EJ465247 G Galda, L., & Others, A. (1993). One World, One Family (Children's Books). Reading Teacher v46 n5 p410-19 Feb 1993. Discusses 60 recently published works of multicultural children's literature. Attaches a list of books cited and a list of books for bilingual classrooms (written in a language other than English or written in English and another language). (RS) UMI Report/ISSN: ISSN-0034-0561 EJ459176 Galindo, R. (1993). The Influence of Peer Culture on Mexican-Origin Bilingual Children's Interpretations of a Literacy Event. Bilingual Research Journal v17 n3-4 p71-98 Sum-Fall 1993. Examines the oral and written interactions of bilingual Mexican-origin students during a dialogue-journal literacy event that spanned first and second grades. Discusses student interpretations of their dialogue-journal assignments in terms of the students' childhood interests, social purposes, and participation in peer culture. (SV) EJ507291 Gallegly, G. (1994). SPARK: A Bilingual Family Literacy Program. State of Reading v1 n2 p9-13 Fall 1994. Describes Special Parents Are Reading to Kids (SPARK), a program at an elementary school in Clute, Texas, which is a family literacy program for both English-speaking and Spanish-speaking parents, which teaches them how to share books with their children. (SR) Report/ISSN: ISSN-1077-3584. EJ501085 Gamez, G. I. (1979). Reading in a Second. Reading Teacher v32 n6 p665-70 Mar 1979. Reviews the literature on the native language approach and the direct method of reading instruction for bilingual children in several countries. (MKM) Reprint: UMI EJ202888 Garcia, S. B., & Yates, J. J. R. (1986). Policy Issues Associated with Serving Bilingual Exceptional Children. Journal of Reading, Writing, and Learning Disabilities International v2 n2 p123-37 1986. Considered in this article addressing the policy issues of educational services to bilingual exceptional children are: characteristics of Hispanic learning disabled students, special education policy and practice, program availability, personnel, identification and placement, programs, and professional development. (DB) EJ349287 Garcia-Vazquez, E. (1995). Acculturation and Academics: Effects of Acculturation on Reading Achievement among Mexican-American Students. Bilingual Research Journal v19 n2 p305-15 Spr 1995. Measures of acculturation to the school environment and to student's own culture were administered to 23 Mexican American students in grades 7-9 in a rural midwestern town. Student reading achievement on the Iowa Test of Basic Skills was not related to scores on either measure of acculturation, but was related to level of English language proficiency. (SV) UMI EJ514017 Gaudart, H., & Penaflorida, A. A. H. (1996). Some Malaysian Bilingual Student Teachers: A Profile and A Response. Journal of Multilingual and Multicultural Development v17 n2-4 p169-94 1996. Describes findings based on a self-rating scale by 38 teaching English as a second language (TESL) student teachers at a Malaysian university, responses to a self-rating scale by 20 TESL teachers, and case studies of 20 bilingual student teachers. Penaflorida's response focuses on strategies for dealing with learners with limited linguistic and social skills. (14 references) (Author/CK) Report/ISSN: ISSN-0143-4632 EJ535841 Gersten, R. (1996). The Double Demands of Teaching English Language Learners. Educational Leadership v53 n5 p18-22 Feb 1996. A recent study observed literacy instruction in 26 San Diego and El Paso classrooms. Only five teachers seemed to provide intellectually stimulating, clear, and explicit instruction. Teachers of language-minority students should use evocative words and explicit reading strategies, help students transfer thoughts into English, and encourage students to speak and write about their lives. (20 references) (MLH) UMI Report/ISSN: ISSN-0013-1784 EJ517840 Geva, E., & Clifton, S. (1994). The Development of First and Second Language Reading Skills in Early French Immersion. Canadian Modern Language Review v50 n4 p646-67 Jun 1994. Compared 20 good and poor readers in a second-grade French immersion program to 20 good and poor readers in regular English second-grade classes on various indexes of reading accuracy and speed. Found that English-only students achieved independent reading in greater numbers than French immersion students did in either French or English. (MDM) UMI Report/ISSN: ISSN-0008-4506 EJ485129 Geva, E., & Others, A. (1993). The Concurrent Development of Spelling and Decoding in Two Different Orthographies. Journal of Reading Behavior v25 n4 p383-406 1993. Tests the hypothesis that differences between first-language (L1) and second-language (L2) reading and spelling profiles could be accounted for by lack of proficiency in the L2 or differences in orthographic complexity. Finds that neither of these explanations alone sufficed to explain the development of reading and spelling in the two languages (Hebrew and English). (BS) UMI Report/ISSN: ISSN-0022-4111 EJ498771 Giordano, G. (1979). A Communicative Approach for Teaching Bilingual College Students to Read. Reading Improvement v16 n2 p99-102 Sum 1979. Outlines a four-stage paradigm for designing communicative reading instruction in a college classroom containing several primary language groups. Develops a sample lesson and discusses the advantages of the paradigm. (FL) Reprint: UMI EJ207916 Glasgow, J. N. (1997). Keep Up the Good Work] Part III: Using Multimedia To Build Reading Fluency and Enjoyment. Learning and Leading with Technology v24 n5 p22-25 Feb 1997. Discusses building fluency in reading and writing and teaching students to read and write for pleasure. Highlights include multimedia storyboards; bilingual instruction; writing programs for building fluency; CD-ROM storyboards; student-created storyboards; and an annotated bibliography of CD-ROM storyboards, poetry collections, and composing programs. (Author/LRW) Report/ISSN: ISSN-1082-5754 EJ541463 Gonzales, A., & Rafael, T. T. C. (1981). Transitional Reading Problems in English in a Philippine Bilingual Setting. Reading Teacher v35 n3 p281-86 Dec 1981. Reviews the problems of bilingual education in the primary grades in the Philippines and concludes that most of them arise from graphic interference between the first language of the country, Pilipino, and English, the second language. (FL) Reprint: UMI EJ254994 Gonzales, P. C. (1980). Teacher Preparation: Meeting the Needs of the Limited English Speaking Student. Reading World v19 n4 p375-82 May 1980. Results of a survey of universities across the country revealed that most teacher-training institutions are attempting to provide teachers with the knowledge and skills required in teaching reading to students in linguistic minorities. (GT) Reprint: UMI EJ221436 Gonzalez, P. C., & Elijah, D. D. V. (1979). Error Patterns of Bilingual Readers. NABE: The Journal for the National Association for Bilingual Education v3 n3 p15-25 Spr 1979. In a study of developmental reading behaviors, errors of 75 Spanish-English bilingual students (grades 2-9) on the McLeod GAP Comprehension Test were categorized in an attempt to ascertain a pattern of language difficulties. Contrary to previous research, bilingual readers minimally used native language cues in reading second language materials. (SB) EJ214898 Griego-Jones, T. (1994). Assessing Students' Perceptions of Biliteracy in Two Way Bilingual Classrooms. Journal of Educational Issues of Language Minority Students v13 p79-93 Spr 1994. The mindset of children regarding the development of two languages, specifically Spanish and English in bilingual programs, is examined. It is concluded that students' attitudes and understanding of dual language development should be added to biliteracy programs. (Contains 26 references.) (LB) EJ489577 Guadarrama, I. N. (1994). Teaching ESL/Bilingual Students. State of Reading v1 n1 p49-51 Jan 1994. Discusses some effective program features, and some of the current issues facing teachers of language minority students, in their attempts to implement an effective literacy program in Texas. (SR) EJ486315 Gunderson, L. (1985). Basal Reading Instruction and E.S.L. Students. Reading Horizons v25 n3 p162-68 Spr 1985. Notes that the number of English as a second language students enrolled in American schools is increasing and presents an integrated language lesson plan designed to meet their needs and match their abilities. (FL) UMI EJ315182 Gutierrez, K. D. (1993). How to Talk, Context, and Script Shape Contexts for Learning: A Cross-Case Comparison of Journal Sharing. Linguistics and Education v5 n3-4 p335-65 1993. Examined the ways in which language and context are socially and culturally constituted events through a three-year ethnographic study of bilingual (English and Spanish) primary and middle school classrooms utilizing writing process literacy instruction. An analysis of journal sharing activities revealed particular social relationships, normative discourse practices, knowledge exchange systems, and participants' beliefs. (MDM) Report/ISSN: ISSN-0898-5898 EJ485126 H Habib, M. (1988). A Reading System for the Blind Based on Geometrical Shapes. Computers and Education v12 n2 p311-20 1988. Describes a proposed computer system with voice synthesis for reading Arabic and English textual information for the visually impaired that is an alternative to Braille. The conversion of textual alphabet character information to geometrical shape symbols is explained, and peripheral equipmentincluding scanners and special keyboardsis described. (LRW) UMI EJ375294 Hadaway, N. L. (1992). Letters to Literacy: Spurring Second Language Development across the Curriculum. Childhood Education v69 n1 p24-28 Fall 1992. The results of a letter exchange project involving bilingual and English-as-a-Second Language students in grades one through nine are reported. Classroom activities that can be generated from letter writing are described. These activities relate to language arts, social studies, math, science, art, music, cooking, and dramatics. (LB) UMI Report/ISSN: ISSN-0009-4056 EJ454867 Hall, W. M. (1995). Jamaican Deaf Children Interacting with Written. International Journal of Disability, Development and Education v42 n1 p17-31 1995. Multilevel analyses compared performances of 12 deaf Jamaican adolescents (ages 15 and 16) and 12 hearing adolescents (ages 13 and 14) on writing, reading, and (for deaf subjects) sign language tasks. The deaf adolescents' ability to express complex ideas in sign language supported the need for use of a bilingual approach to the teaching of written language to deaf students. (Author/DB) Report/ISSN: ISSN-0156-6555 EJ506670 Hansen, D. A. (1989). Locating Learning: Second Language Gains and Language Use in Family, Peer and Classroom Contexts. NABE: The Journal for the National Association for Bilingual Education v13 n2 p161-80 Win 1989. Finds that, among 117 Mexican-American second and fifth graders from Spanish-dominant homes, reading comprehension gains were proportionately much smaller in summer than the school year, while summer and school year gains in auditory vocabulary were similar. Discusses family, peer, and classroom influences on distinct language skills. (SV) EJ391052 Hastings-Gongora, B. (1993). The Effects of Reading Aloud on Vocabulary Development. Teacher Insights. Bilingual Research Journal v17 n1-2 p135-38 Win-Spr 1993. Examines the effects of training Spanish-speaking parents in read-aloud techniques on the Spanish vocabulary development of their children aged five and six. Although not statistically significant, the results seem to favor the group that received training for five weeks versus a control group. The training increased parental involvement and had positive effects on the home literacy environment. (TD) EJ507287 Heath, S. B., & Others, A. (1990). An Annotated Bibliography on Multi-Cultural Writing and Literacy Issues. Quarterly of the National Writing Project and the Center for the Study of Writing and Literacy v12 n1 p22-24 Win 1990. Lists and annotates 16 books and articles that deal with multicultural writing and literacy issues. (PRA) Report/ISSN: ISSN-0896-3592 EJ429791 Hedley, C. N. (1991). What's New in Software? TESOL Programs for the Bilingual Special Learner. Journal of Reading, Writing, and Learning Disabilities International v7 n2 p165-70 Apr-Jun 1991. This article lists computer software programs for use in teaching English as a Second Language to bilingual students. The article briefly describes 23 software packages, arranged by grade level from nursery school to university. A list of suppliers' addresses is also included. (JDD) Report/ISSN: ISSN-0748-7630 EJ431381 Henze, R. C., & Lucas, T. (1993). Shaping Instruction to Promote the Success of Language Minority Students: An Analysis of Four High School Classes. Peabody Journal of Education v69 n1 p54-81 Fall 1993. Examines four exemplary classes that participated in a study of secondary schools which successfully promoted achievement for language minority students. Common elements of good teachers included respect for students, enthusiasm for teaching, high expectations, promoting language development, promoting content knowledge development, encouraging active student involvement, and developing self-esteem. (SM) UMI Report/ISSN: ISSN-0161-956X EJ480402 Hewson, L. (1993). The Bilingual Edition in Translation Studies. Visible Language v27 n1-2 p138-60 Win-Spr 1993. Looks closely at the nature of the bilingual edition and the specific problems that it presents to the translation theorist. Examines publishers' strategies, the translator's introduction and notes, and reading strategies. Comments on the importance of the translation process. (SR) UMI Report/ISSN: ISSN-0022-2224 EJ477323 Holtzman, W., & H., J. (1986). Issues in the Implementation of Master's Level Training Programs for Bilingual Special Education. Journal of Reading, Writing, and Learning Disabilities International v2 n2 p139-45 1986. The article examines the need for bilingual educators, the reasons why few individuals choose to become bilingual special education teachers and the types of bilingual special education graduate training programs which are currently available. (DB) EJ349288 Honig, B. (1997). Reading the Right Way. School Administrator v54 n8 p6-15 Sep 1997. Extensive research and practical experience demonstrate that learning to read comes less naturally than learning to speak. Although half of all children intuit the alphabetic system from exposure to print and context-driven activities, many (particularly dyslexic, low-socioeconomic, and second-language kids) need an organized program that teaches phonemic awareness, letter-sound correspondence, and decoding skills. (MLH) Report/ISSN: ISSN-0036-6439 EJ549015 Hoover, W. A., & Gough, P. P. B. (1990). The Simple View of Reading. Reading and Writing: An Interdisciplinary Journal v2 n2 p127-60 Jun 1990. Outlines a simple view of reading consisting of decoding and linguistic comprehension. Assesses predictions of the view in a longitudinal sample of English-Spanish bilingual children in first through fourth grade. Finds support for the view. Discusses implications for reading instruction, definition of reading disability, and the notion of literacy. (RS) UMI Report/ISSN: ISSN-0922-4777 EJ477349 Hornberger, N. H. (1990). Creating Successful Learning Contexts for Bilingual Literacy. Teachers College Record v92 n2 p212-29 Win 1990. Explores alternative ways teachers can serve linguistically and culturally diverse student populations. Two Philadelphia elementary teachers have successfully created learning contexts for bilingual literacy. This article describes ways they adapt their teaching for biliterate development and for the particular bilingual contexts and media of their program, school, community, and district. (SM) UMI Report/ISSN: ISSN-0161-4681 EJ422098 Hornberger, N. H., & Micheau, C. (1993). "Getting Far Enough to Like It": Biliteracy in the Middle School. Peabody Journal of Education v69 n1 p30-53 Fall 1993. Examines one example of an enrichment bilingual program in a middle school in an inner-city Latino neighborhood. The article discusses instances of motivated, interdisciplinary, and biliterate learning observed in the classroom, describes obstacles and solutions, and suggests directions for continued curricular development. (SM) UMI Report/ISSN: ISSN-0161-956X EJ480401 Horowitz, R. (1984). Orality and Literacy in Bilingual-Bicultural Contexts. NABE: The Journal for the National Association for Bilingual Education v8 n3 p11-26 Spr 1984. Current theory and research into the oral-written relationship are reviewed. Three models of reading comprehension based on oral-written language skills are reviewed as representative and their implications for reading instruction in grades 4-12 and in bilingual-bicultural classrooms are determined. The mingling of oral and literate strategies, in homes and schools, is discussed. (MM) EJ308930 Hsui, V. Y. (1996). Bilingual but Not Biliterate: Case of a Multilingual Asian Society (Changes in Literacy). Journal of Adolescent & Adult Literacy v39 n5 p410-14 Feb 1996. Examines Singapore's multilingual society, and finds that after 10 years of bilingual education, most young adults are primarily monolingual readers of English, the first school language, and largely will not read in their ethnic languages. Examines social, political, educational, and personal factors contributing to a general lack of success in nurturing biliteracy in Singapore. (SR) UMI Report/ISSN: ISSN-1081-3004 EJ524257 Hudelson, S. (1987). The Role of Native Language Literacy in the Education of Language Minority Children. Language Arts v64 n8 p827-41 Dec 1987. Argues that the English Only Movement is misguided. Points out advantages of bilingual education and literacy in their native languages for students who begin their schooling with little or no knowledge of English. (SKC) UMI EJ363334 Huerta-Macias, A., & Quintero, E. (1992). Code-Switching, Bilingualism, and Biliteracy: A Case Study. Bilingual Research Journal v16 n3-4 p69-90 Sum-Fall 1992. In a classroom setting with young bilingual children and their parents, oral and written code switching allowed for effective communication among parents, children, and instructor in a way that was natural and comfortable for all involved. Proposes that code switching be viewed as part of a whole language approach in bilingual contexts. (Author/TD) EJ507261 J Jackson, N. E., & Lu, W.-H. (1992). Bilingual Precocious Readers of English. Roeper Review v14 n3 p115-19 Mar 1992. This paper describes the home and school experiences of 12 children from bilingual (mostly Chinese/English) homes who, before beginning first grade, demonstrated advanced ability to comprehend written English. Results demonstrate that lack of fluency in oral English should not exclude children from advanced instruction in reading. (Author/JDD) UMI Report/ISSN: ISSN-0278-3193 EJ447199 Jimenez, R. T. (1994). Understanding and Promoting the Reading Comprehension of Bilingual Students. Bilingual Research Journal v18 n1-2 p99-119 Win-Spr 1994. This paper explores three issues in the literacy acquisition of Latino students, including common problems faced by second-language readers of English; explicit strategies for transfer of first-language strengths to second-language literacy; and the development of language-specific strategies. (46 references) (JL) EJ496396 Jimenez, R. T., & Others, A. (1995). Three Children, Two Languages, and Strategic Reading: Case Studies in Bilingual/Monolingual Reading. American Educational Research Journal v32 n1 p67-97 Spr 1995. The cognitive and metacognitive knowledge of a proficient bilingual sixth-grade reader who was Latina was studied by comparing her reading processes with those of a marginally proficient bilingual reader and a proficient monolingual reader. Four key dimensions are identified that distinguish the proficient bilingual reader's performance. (SLD) UMI Report/ISSN: ISSN-0002-8312 EJ504317 Jimenez, R. T., & Others, A. (1996). The Reading Strategies of Bilingual Latina/o Students Who Are Successful English Readers: Opportunities and Obstacles. Reading Research Quarterly v31 n1 p90-112 Jan-Mar 1996. Examines how bilingualism and biliteracy affect metacognition. Finds three strategies unique to successful Latina/o readers: (1) they actively transferred information across languages; (2) they translated from one language to another but most often from Spanish to English; and (3) they openly accessed cognate vocabulary when they read. (RS) UMI Report/ISSN: ISSN-0034-0553 EJ521369 Johnson, R. E. (1994). Possible Influences on Bilingualism in Early ASL Acquisition. Teaching English to Deaf and Second Language Students v10 n2 p9-17 Spr 1994. Examines a number of ways in which the process of natural acquisition of American Sign Language (ASL) from competent adult and child users of the language might directly enhance the learning of English. The natural acquisition of ASL, contact signing, and fingerspelling may enhance English language literacy. (45 references) (MDM) EJ501543 Jones, P. (1994). Quichua-Castilian Bilingualism in the Ecuadorian Sierra. Early Child Development and Care v102 p115-38 Sep 1994. Explores issues of bilingualism in the Ecuadorian Sierra, including its precedents and development. Views its impact on Indian education, especially as manifested in rural primary schools. Indicates that emphasis on modernization and education of Sierra Indians is the result of policies of recent Ecuadorian governments. Discusses problems faced by rural literacy programs. (BAC) Report/ISSN: ISSN-0300-4430 EJ493613 K Kalmar, T. M. (1992). Drawing the Line on Minority Languages Equity and Linguistic Diversity in the Boston Adult Literacy Initiative. Adult Basic Education v2 n2 p84-112 Sum 1992. A mathematical/graphics schema used to analyze statistical data from an adult literacy initiative identifies gaps attributable to an implicit strategy of containment that differs from the intent of Lau v Nichols in elementary-secondary education. A moral equivalent of Lau is needed to achieve equity in linguistic diversity in adult literacy. (Author/SK) UMI Report/ISSN: ISSN-1052-231X EJ462144 Kang, H.-W., & Others, A. (1994). The Hmong Literacy Project: A Study of Hmong Classroom Behavior. Bilingual Research Journal v18 n3-4 p63-83 Sum-Fall 1994. Examines strategies used by Hmong adults learning to read and write in their first language. Data collected through classroom observation and translation from Hmong research assistants identified cooperative learning behavior, learning through example, concern with explicit direction and reluctance to perform in front of others as predominant strategies. (eight references) (Author/CK) EJ501413 Karanth, P. (1992). Developmental Dyslexia in Bilingual-Biliterates. Reading and Writing: An Interdisciplinary Journal v4 n3 p297-306 Sep 1992. Describes two cases of developmental dyslexia in whom learning to read English as compared to Kannada and Hindi (two Indian scripts) were differentially affected. Discusses implications for the understanding of reading acquisition and models of reading. (RS) UMI Report/ISSN: ISSN-0922-4777 EJ484790 Kasten, W. C. (1992). Bridging the Horizon: American Indian Beliefs and Whole Language Learning. Anthropology and Education Quarterly v23 n2 p108-19 Jun 1992. Explores the relationship between the principles of whole-language teaching and whole-language learning, especially for elementary school students, and the culture of many Native American students, listing seven points of compatibility. The experience of the Miccosukee Indian School in Miami (Florida) illustrates the use of whole language. (SLD) UMI Report/ISSN: ISSN-0161-7761 EJ448043 Klingner, J. K. (1993). Commentary: Comprehensible Comments on Neuman and Koskinen (1992). Reading Research Quarterly v28 n4 p376-82 Oct-Dec 1993. Discusses flaws that undermine the validity and generalizability of S. Neuman and P. Koskinen's "Captioned Television as Comprehensible Input: Effects of Incidental Word Learning from Context for Language Minority Students," published in an earlier issue of this journal. (RS) UMI Report/ISSN: ISSN-0034-0553 EJ472401 Kuball, Y. E. (1995). Goodbye Dittos: A Journey from Skill-Based Teaching to Developmentally Appropriate Language Education in a Bilingual Kindergarten. Young Children v50 n2 p6-14 Jan 1995. Describes the experiences of a bilingual kindergarten teacher implementing a whole-language approach. Emphasizes the importance of integrating writing into every activity. Proposes eight developmental writing stages, suggesting that those stages could help teachers and parents to set their expectations to meet children's level of development. Recommends ways to implement and assess developmentally appropriate writing. (AA) UMI Report/ISSN: ISSN-0044-0728 EJ498050 Kucer, S. B. (1992). Six Bilingual Mexican-American Students' and Their Teacher's Interpretations of Cloze Literacy Lessons. Elementary School Journal v92 n5 p557-72 May 1992. Examined the relationship between a teacher's understanding, and six bilingual, Mexican-American third graders' understanding, of modified cloze reading lessons that were taught during an academic year. Students were able to use context clues and describe what the modified cloze procedure involved. However, students rarely understood the purpose behind the task. (GLR) UMI Report/ISSN: ISSN-0013-5984 EJ447686 Kucer, S. B. (1995). Guiding Bilingual Students "through" the Literacy Process. Language Arts v72 n1 p20-29 Jan 1995. Presents an overview of third-grade bilingual students and their literacy curriculum. Discusses a series of instructional lessons ("strategy wall charts") developed to provide the students with various tools to work their way through literacy blocks as they read and wrote in English. Looks at patterns of internalization that occurred when the students attempted to use the various strategies. (RS) UMI Report/ISSN: ISSN-0360-9170 EJ496051 L Lado, R. (1981). Aula/The Classroom: Developmental Reading in Two Languages. NABE: The Journal for the National Association for Bilingual Education v6 n2-3 p99-110 Win-Spr 1981-82. The thesis of the article is that learning to read developmentally through the native language at the critical reading age can turn the reading handicap of Hispanic and other bilingual children into the asset of literacy in two languages. (Author/NQA) EJ275031 Lamberg, W. J. (1979). Assessment of Oral Reading Which Exhibits Dialect and Language Differences. Journal of Reading v22 n7 p609-16 Apr 1979. Describes specific training, using taped readings, designed to prepare teachers to accurately assess the oral reading of students who exhibit dialect or second language influences in their speech. (MKM) Reprint: UMI EJ202912 Langer, J. A. (1997). Literacy Acquisition through Literature (Literacy Issues in Focus). Journal of Adolescent & Adult Literacy v40 n8 p606-14 May 1997. Discusses a project and study that focused on literacy acquisition among middle school students from the Dominican Republic attending a school on Manhattan's lower East Side. Describes how a book writing project focusing on "stories from home" engaged students, taught them ways to discuss and ways to think, and fostered their literacy acquisition through literature. (SR) Report/ISSN: ISSN-1081-3004 EJ548826 Langer, J. A., & Others, A. (1990). Meaning Construction in School Literacy Tasks: A Study of Bilingual Students. American Educational Research Journal v27 n3 p427-71 Fall 1990. The meaning-making strategies of 12 Mexican-American fifth grade students (5 males and 7 females), for whom English was a second language, were studied. Subjects' understanding and recall of Spanish and English texts were studied. Focus was on determining how reading strategies in both languages and knowledge sources relate to understanding. (SLD) UMI Report/ISSN: ISSN-0002-8312 EJ417561 Laufer, B., & Hadar, L. (1997). Assessing the Effectiveness of Monolingual, Bilingual, and "Bilingualised" Dictionaries in the Comprehension and Production of New Words. Modern Language Journal v81 n2 p189-96 Sum 1997. Examines the differences in effectiveness of three types of dictionariesmonolingual, bilingual, and "bilingualised" in the comprehension and production of new words by learners of English as a foreign language. The study tested participants on the comprehension of target words and on their ability to use these words in their own sentences. (16 references) (Author/CK) Report/ISSN: ISSN-0026-7902 EJ546080 Laumbach, B. (1995). Reading Interests of Rural Bilingual Children. Rural Educator v16 n3 p12-14 Spr 1995. A survey examined the reading interests and availability of relevant reading materials for 25 bilingual fifth-grade students in a rural southwestern school. Area residents were primarily descendants of early Hispanic settlers. Discusses the importance of targeting student reading interests and making materials of interest available in classrooms and school libraries. (SV) UMI Report/ISSN: ISSN-0273-446X EJ502067 Lee, C. D. (1992). Literacy, Cultural Diversity, and Instruction. Education and Urban Society v24 n2 p279-91 Feb 1992. Scaffolding is a conceptual framework through which educators rethink the in-school learning experience. The following three models of culturally sensitive scaffolding offer important lessons for literacy education: (1) signifying and interpreting "speakerly texts"; (2) talk story, turn taking, and classroom discussion; and (3) community funds of knowledge and practice of literacy. (SLD) UMI Report/ISSN: ISSN-0013-1245 EJ442373 Lee, J. F. (1985). The Relationship between Decoding Accuracy and the Reading Achievement of Monolingual Spanish-Speaking Children. Bilingual Review v12 n3 p209-17 Sep-Dec 1985. Investigates monolingual Spanish-speaking children's acquisition of Spanish orthographic structure. Results indicate that the students' decoding skills and their later reading achievement are not significantly related. (Author/CB) EJ370531 Lentzner, K. R. (1979). Open to Suggestion: Community Language Learning for Bilingual Students. Journal of Reading v23 n2 p103 Nov 1979. Describes the community language learning approach to second language teaching. (DD) Reprint: UMI EJ214051 Lie, A. (1994). Paired Storytelling: An Integrated Approach for Bilingual and English as a Second Language Students. Texas Reading Report v16 n4 p4-5 May 1994 Texas Available in paper copy and microfiche. EDRS Price - MF01/PC01 Plus Postage. This article describes a paired storytelling technique that can be used in bilingual and English-as-a-Second-Language (ESL) classrooms to help motivate students to maximize reading comprehension. The technique involves having the students: (1) pair off; (2) discuss the story theme; (3) read half of the story; (4) take notes on their half of the story; (5) exchange the story notes with each other; (6) write about the part of the story they have not read, based on their partner's notes; (7) read their own versions of the story to each other; (8) read the part of the story they have not read; (9) discuss the whole story; and (10) take a test on the story. This storytelling strategy provides opportunities for one-on-one interaction among students around school tasks and gives them opportunity to use the target language communicatively. The cooperative work improves group relations, increases self-esteem, and increases vocabulary acquisition. (MDM) ED372601 Liebe-Harkort, M.-L. (1981). Materials Preparation for Use in Bilingual Programs. Bilingual Resources v4 n2-3 p28-31 Win-Spr 1981 California Not available from EDRS. Document Not Available from EDRS. Not available separately; see RC 013 380. For many White Mountain Apache children, their first contact with the English language occurs in Head Start and day care programs, thus forcing them to learn to read and write a language they seldom use. This situation led the tribe to develop an Apache bilingual/bicultural program in which an orthography based on the letters of the English alphabet was approved and a Language Committee was instituted to oversee and direct the development of sixth grade level materials. The materials were tested in an experimental course for Apache speakers literate in English during the summer of 1978. The prepared materials' basic plan had a set of 17 progressing lessons and accompanying exercises. The general lesson plan included: (1) review of new words presented in previous lesson; (2) exercise (or sound test); (3) new words using graphemes or digraphs already introduced; (4) exercises; (5) new graphemes or digraphs; and (6) exercises. The children were excited over the prospect of learning to read and write their own language and showed in many ways they felt what they had learned was useful. (ERB) ED218018 Littlebear, R. (1995). Language Loss and What We Must Do about It. Journal of Navajo Education v13 n1 p16-20 Fall 1995. A bilingual education teacher from Alaska discusses the problem of Native language loss, his efforts to achieve literacy in his native Cheyenne language, and the important role bilingual education teachers have in language preservation. Strategies for language preservation include creating literature in Native languages and encouraging Native speakers to speak their language often and to teach non-Natives their language. (LP) Report/ISSN: ISSN-1042-3265 EJ541699 Lockard, L. (1995). New Paper Words: Historical Images of Navajo Language Literacy. American Indian Quarterly v19 n1 p17-30 Win 1995. Presents an overview of the history of Navajo language literacy. Discusses efforts of missionaries to transcribe a written Navajo language, early native language instruction using the Bible and religious texts, the first Native teachers, development of Navajo dictionaries and grammar books, and memories of the school experiences of a present-day Navajo bilingual teacher and her parents. (SV) UMI Report/ISSN: ISSN-0095-182X EJ512481 Lockard, L. (1996). New Paper Words: Historical Images of Navajo Literacy. Journal of Navajo Education v13 n2 p40-48 Win 1996. Weaves a Navajo elementary teacher's anecdotes from her own and her father's educational experiences with archival materials to provide a historical context for Navajo literacy. Discusses early written Navajo; the role of schools and churches in the expansion of written Navajo; and the advancement of Navajo linguistics during John Collier's administration of the Office of Indian Affairs, 1933-1945. (LP) Report/ISSN: ISSN-1042-3265 EJ549636 Lopez-Reyna, N. A. (1996). The Importance of Meaningful Contexts in Bilingual Special Education: Moving to Whole Language. Learning Disabilities Research and Practice v11 n2 p120-31 Spr 1996. This article examines issues in bilingual special education in the context of moving from a skills-based approach to a whole language approach. Classroom observations in a self-contained elementary classroom for students with learning disabilities revealed the role of the native language and background experiences, the teacher's role in assessing student learning, and ways of providing explicit individualized instruction. (DB) Report/ISSN: ISSN-0938-8982 EJ526002 Luetke-Stahlman, B. (1982). A Philosophy for Assessing the Language Proficiency of Hearing-Impaired Students to Promote English Literacy. American Annals of the Deaf v127 n7 p844-51 Dec 1982. Research is reviewed on bilingual education and its application to the education of hearing-impaired students. Assessment procedures for obtaining valid samples of language behavior, distinguishing between competence and performance, and considering language variation are emphasized. (CL) Reprint: UMI EJ276482 Luppescu, S., & Day, R. R. R. (1993). Reading, Dictionaries, and Vocabulary Learning. Language Learning v43 n2 p263-87 Jun 1993. The usefulness of bilingual dictionaries for vocabulary learning was examined with 293 Japanese university students studying English as a foreign language. Students who used a dictionary during reading scored significantly better on a vocabulary test than those who did not, but there was evidence for differential item functioning. (25 references) (Author/LB) UMI Report/ISSN: ISSN-0023-8333 EJ465529 M Mace-Matluck, B. J., & Others, A. (1989). Teaching Reading to Bilingual Children: A Longitudinal Study of Teaching and Learning in the Early Grades. NABE: The Journal of the National Association for Bilingual Education v13 n3 p187-216 Spr 1989. A followup of 380 limited-English-speaking Hispanic children in 20 Texas elementary schools found that most acquired English oral language skills at expected rates and were reading in English at expected levels by third grade. Reading achievement was related to instructional factors and early oral competence in either language. Contains 22 references. (SV) Report/ISSN: ISSN-0884-5352 EJ436516 Mackey, B., & Others, A. (1995). Cognitive and Affective Outcomes in a Multi-age Language Arts Program. Journal of Research in Childhood Education v10 n1 p49-61 Fall-Win 1995. Examined along three assessment criteria (self-esteem and attitudes toward school, writing, and reading) the effects of literature-based mixed-age grouping compared to traditional grouping that emphasized a basal-reader approach in language arts. Found significantly higher increases in pretest-posttest scores for students in mixed-age settings. (DR) UMI Report/ISSN: ISSN-0256-8543 EJ520411 MacLean, K. (1996). Supporting the Literacy of Bilingual Learners: Storytelling and Book Making. Multicultural Teaching v14 n2 p26-29 Spr 1996. Describes how the retelling of stories and the creation of original stories assisted the language development and literacy of limited-English-speaking children in a British "early years" program for four- and five-year olds. The project culminated in individual books made by the students. (SLD) Report/ISSN: ISSN-0263-0869 EJ528833 Maldonado, J. A. (1994). Bilingual Special Education: Specific Learning Disabilities in Language and Reading. Journal of Educational Issues of Language Minority Students v14 p127-47 Win 1994. Analyzes the treatment of language and reading disabilities of 10 bilingual students receiving integrated bilingual special education. The study compares the achievement between the experimental group and a similar control group who did not receive the treatment. (24 references) (CK) EJ501433 Malicky, G. V., & Derwing, T. (1993). Literacy Learning of Adults in a Bilingual ESL Classroom. Alberta Journal of Educational Research v39 n4 p393-406 Dec 1993. A Canadian bilingual ESL program for Cambodians was taught by an experienced English-speaking ESL teacher and a Cambodian-speaking coteacher. Observations, interviews, and journal analysis showed that a bilingual monocultural format encouraged student participation and peer teaching and that second-language learning was facilitated by first-language literacy. (KS) Report/ISSN: ISSN-0002-4805 EJ478269 Markowitz, A., & Haley, F. (1973). A Bilingual Navajo Curriculum Project. Profiles of Promise 16. Ninety-six percent of the students who enter first grade in the San Juan School District, Blanding, Utah, cannot speak or understand English. They are Navaho and attend school on the Navaho reservation. A unique bilingual Navaho curriculum project has been developed to provide learning materials in the Navaho language to enable the child to learn when he first enters school, regardless of the language he speaks. Using film-strips, cassette recordings, slides, 16 mm films, book illustrations, and the printed word, the project translates the learning materials found in the classroom into the Navaho language. Major objectives of the San Juan Educational Program are to provide instruction in the language the child understands best so that he does not become retarded in the academic areas while learning the common instructional language; build a positive self image of all children; and develop closer communication and understanding between parents and teachers. Evaluation shows that the Navaho children in the program have improved in their reading and in their attitudes toward school. (Author/DE) Available in paper copy and microfiche. EDRS Price - MF01/PC01 Plus Postage. Social Science Education Consortium, 855 Broadway, Boulder, Colorado 80302 ($9.00 for 30 issues) ED095073 Marsh, L. (1995). A Spanish Dual Literacy Program: Teaching to the Whole Student. Bilingual Research Journal v19 n3-4 p409-28 Sum-Fall 1995. Liberty High School (New York City) enrolls newly arrived immigrant students with limited formal schooling. Its Spanish Dual Language Literacy Program focuses on teaching content areas in Spanish while developing literacy skills in both languages. Discusses provision of both academic and social support, experiential investigations of the city, after-school programs, teachers, student placement, and classroom strategies and activities. (SV) UMI EJ528246 Martin Lara, S. G. (1989). Reading Placement for Code Switchers. Reading Teacher v42 n4 p278-82 Jan 1989. Examines the phenomenon of code switching (when bilingual speakers use languages interchangeably) in Mexican-American first graders. Cites several reasons for code switching, and discusses implications for reading instruction. (MM) UMI EJ381881 May, A. B. (1979). All the Angles of Idiom Instruction. Reading Teacher v32 n6 p680-82 Mar 1979. Presents practical strategies for helping bilingual students understand idioms and figurative expressions in their second language. (MKM) Reprint: UMI EJ202892 Mayer, C., & Wells, G. (1996). Can the Linguistic Interdependence Theory Support a Bilingual-Bicultural Model of Literacy Education for Deaf Students? Journal of Deaf Studies and Deaf Education v1 n2 p93-107 Spr 1996. This article criticizes application of linguistic interdependence theory to the bilingual/bicultural model of English literacy for deaf students, suggesting that deaf learners do not match theory assumptions. It draws on the work of Vygotsky and Halliday to develop a conceptualization of literacy processes and argues that becoming literate involves mastering "social speech," "inner speech," and written text. (Author/DB) Report/ISSN: ISSN-1081-4159 EJ526030 McCarty, T. L. (1993). Language, Literacy, and the Image of the Child in American Indian Classrooms. Language Arts v70 n3 p182-92 Mar 1993. Describes how educators at one Navajo community school are transforming assumptions about schooling for indigenous groups from a deficit model to one that views bilingualism, biculturalism, and multiculturalism as assets to be tapped. Bases the discussion on a long-term ethnographic study of the changes brought about through the implementation of bilingual whole-language pedagogy. (RS) UMI Report/ISSN: ISSN-0360-9170 EJ459198 McCarty, T. L., & Zepeda, O. (1995). Indigenous Language Education and Literacy: Introduction to the Theme Issue. Bilingual Research Journal v19 n1 p1-4 Win 1995. Discusses the 13 papers in this special issue on American Indian and Alaska Native language education and literacy, the object of which is to critically examine the relationship of pedagogical change to larger sociopolitical and cultural processes affecting native language, bilingual, and bicultural programs. (three references) (MDM) EJ499395 McInnes, M. M. (1992). Using Bilingual Classification Exercises to Teach Inference to Spanish-Speaking High School Students. Language Quarterly v30 n1-2 p28-38 Win-Spr 1992. To assist a class of Hispanic teenagers whose English reading and writing skills were limited, a program using both Spanish and English, or a bilingual model, was implemented. Application of the "alternate language" approach is described. (11 references) (LB) Report/ISSN: ISSN-0039-3541 EJ450179 McWilliam, N. (1996). Word-Weaving: Exploring Meaning in the Multilingual Classroom. Multicultural Teaching v15 n1 p12-7 Aut 1996. Describes an approach to lexical meaning in multilingual primary classrooms illustrated in the "Word-Weaving" project in a British school. Word weaving is a set of strategies to identify lexical demands of learning topics and to build opportunities for word meaning exploration into classroom discourse. (SLD) EJ538693 Medina, Marcello, J. d. l., & Garza, J. J. V. (1989). Initial Language Proficiency and Bilingual Reading Achievement in a Transitional Bilingual Educational Program. NABE: The Journal for the National Association for Bilingual Education v13 n2 p113-25 Win 1989. Finds that 25 Spanish-dominant Mexican-American students in a transitional bilingual program for grades one-three maintained Spanish reading achievement scores above national norms, and had English reading scores that equaled or surpassed those of 118 English-dominant Mexican-American students in regular classes. Contains 28 references. (SV) EJ391049 Medina, Marcello, J., & Mishra, S. S. P. (1994). Relationships among Spanish Reading Achievement and Selected Content Areas for Fluent- and Limited-Spanish-Proficient Mexican Americans. Bilingual Review/Revista Bilingue v19 n2 p134-41 May-Aug 1994. Examined the relationship between Spanish reading achievement and native-language academic performance in mathematics, social studies, and science among limited-English-proficient Mexican Americans and limited- and fluent-Spanish-proficient students in a maintenance bilingual education program. Moderately high, positive, and significant associations were reported between Spanish social studies and science for both groups. (19 references) (MDM) Report/ISSN: ISSN-0094-5366 EJ499411 Medrano, M. F. (1988). The Effects of Bilingual Education on Reading and Mathematics Achievement: A Longitudinal Case Study. Equity and Excellence v23 n4 p17-19 Sum 1988. To study impact of bilingual education programs on reading and mathematics achievement, 278 Mexican-American seventh and eighth grade students were examined over a three-year period. The effects of the following variables on posttest scores were examined: (1) pretest scores; (2) gender; and (3) group (bilingual or mainstream). (BJV) UMI EJ381223 Mestre, J., & Others, A. (1988). Comprehending Premises: Effects of Negations and Training among Anglos and Hispanics. NABE: The Journal for the National Association for Bilingual Education v12 n3 p243-79 Spr 1988. Examines comprehension of sentences with multiple negations among 71 monolingual Anglo and bilingual Hispanic undergraduate science and engineering majors. Finds that both groups misused rules of logic and natural discourse; similar groups benefited from training to eliminate inappropriate reasoning strategies, but only Anglos retained the benefits six months later. Contains 41 references. (SV) EJ391042 Miller, R. (1982). The Mexican Approach to Developing Bilingual Materials and Teaching Literacy to Bilingual Students. Reading Teacher v35 n7 p800-04 Apr 1982. Describes the rationale and methods used in Mexico for developing and using bilingual materials for both primary school students and adults. Presents a modification of the system that is designed to improve native-language skills while teaching English as a second language. (FL) Reprint: UMI EJ261282 Miller, R. (1985). Mexican Literacy Education Today. Journal of Reading v29 n2 p132-34 Nov 1985. Explains how the Mexican government is seeking to eradicate illiteracy through two programsone focused on bilingual education and the other on adult literacy, using residential and day school, radio, TV, and correspondence programs. (HOD) UMI EJ323509 Minicucci, C. (1993). Setting a Research and Policy Agenda for the Education of Secondary Students with Limited English Proficiency: Results of an Invitational Conference. Peabody Journal of Education v69 n1 p172-86 Fall 1993. Reports on a conference that examined the need for models of effective programs for limited-English-proficient secondary students, research and development on pedagogical approaches to teaching related issues, involvement by educators and researchers in school restructuring and reform, better accountability and assessment, and attention to students' developmental concerns and human relations issues. (SM) UMI Report/ISSN: ISSN-0161-956X EJ480408 Miramontes, O. B. (1990). A Comparative Study of English Oral Reading Skills in Differently Schooled Groups of Hispanic Students. Journal of Reading Behavior v22 n4 p373-94 1990. Examines the patterns of oral reading miscues, retelling, and fluency of mixed dominant Hispanic students (students whose English or Spanish dominance cannot be clearly determined). Finds that mixed dominant students are not easily categorized into a homogenous group. Suggests that some of their strategies and skills may have been underutilized. (RS) UMI Report/ISSN: ISSN-0022-4111 EJ418069 Moi, N. S., & Mee, C. C. Y. (1996). Innovation, Survival, and Processes of Change in the Bilingual Classroom in Brunei Darussalam and A Response. Journal of Multilingual and Multicultural Development v17 n2-4 p149-68 1996. Describes a Bruneian project to improve the English language learning of children in a bilingual education system. The article discusses implementation problems and surveys initiatives to encourage cooperation within the educational community for sustaining and improving change. Mee's response discusses issues related to the teacher, teaching techniques and materials, and the sociocultural context of innovation. (50 references) (Author/CK) Report/ISSN: ISSN-0143-4632 EJ535840 Moll, L. C., & Dias, S. (1987). Change as the Goal of Educational Research. Anthropology and Education Quarterly v18 n4 p300-11 Dec 1987. In two case studies instructional conditions constrained what working class Hispanic students and their teachers accomplished. Certain instructional arrangements ensnare linguistic minority students by not capitalizing fully on their social, linguistic, and intellectual resources. Community based research sites can help to develop the appropriate instructional changes for this population. (VM) EJ365547 Moll, L. C., & Gonzalez, N. (1994). Lessons from Research with Language-Minority Children. Journal of Reading Behavior v26 n4 p439-56 Dec 1994. Summarizes four projects that attempt to use cultural resources for instruction, each in a unique way. Suggests that these projects serve as catalysts to challenge the status quo by creating conditions and activities for novel uses of literacy. Highlights the important mediating functions of literacy, especially in two languages, in helping learners establish connections between texts and social worlds. (BS) UMI Report/ISSN: ISSN-0022-4111 EJ499038 Mora, R. (1996). Latino Students' Academic Literacy in Science Education: Contextualizing Policies. New England Journal of Public Policy v11 n2 p49-64 Spr-Sum 1996. Reviews various interpretations of academic literacy that are being applied to science education, their limitations in terms of Latino students, and case study experiences of three Latino students majoring in science. The author also examines ways to improve academic literacy programs, and recommends methods to effect advancement in Latinos' academic performance. (GR) Report/ISSN: ISSN-0749-016X EJ537008 Moran, C., & Calfee, R. (1993). Comprehending Orthography: Social Construction of Letter-Sound Systems in Monolingual and Bilingual Programs. Reading and Writing: An Interdisciplinary Journal v5 n2 p205-25 Jun 1993. Suggests that a new perspective is needed on the "great debate" in literacy instruction between whole language and phonics. Proposes an approach that integrates comprehension and decoding into a system designed around the principles of student-centered, authentic instruction in a socially engaging context. Considers the advantages of bilingual programs that promote awareness of the function of print codes. (BS) UMI Report/ISSN: ISSN-0922-4777 EJ496146 Mortensen, E. (1984). Reading Achievement of Native Spanish-Speaking Elementary Students in Bilingual vs. Monolingual Programs. Bilingual Review v11 n3 p31-36 Sep-Dec 1984. Compares word-attack and comprehension skill mastery of 65 native Spanish-speaking upper elementary students in a bilingual English/Spanish program and 55 native Spanish-speaking students of the same grade levels in an English monolingual program. There was no significant difference in the word-attack skills of the two groups but the bilingual group mastered significantly more comprehension skills than the monolingual group. (SED) EJ344006 Muniz-Swicegood, M. (1994). The Effects of Metacognitive Reading Strategy Training on the Reading Performance and Student Reading Analysis Strategies of Third Grade Bilingual Students. Bilingual Research Journal v18 n1-2 p83-97 Win-Spr 1994. This report discusses an experimental study in which Spanish dominant students were taught to use metacognitive reading strategies while reading in Spanish. Results of the study lend credibility to the notion that bilingual/bicultural children should be challenged to develop and employ more powerful levels of thought processing within the context of dual language reading curricula. (29 references) (JL) EJ496395 Murphy, B. (1980). Second Language Reading and Testing in Bilingual Education. TESOL Quarterly v14 n2 p189-97 Jun 1980. Guidelines for teaching reading in bilingual elementary school programs stress the need for language experiences that allow students to think in the second language. Evaluation measures other than standardized tests for assessing progress are suggested. (PMJ) Reprint: UMI EJ228041 Muysken, P., & Others, A. (1996). Papiamento/Dutch Code-Switching in Bilingual Parent-Child Reading. Applied Psycholinguistics v17 n4 p485-505 Dec 1996. Studied code-switching between Papiamento and Dutch in bilingual parent-child reading sessions in Antillian migrant families in the Netherlands. Findings reveal that intimate code-switching within a clause is characteristic of fluent bilinguals and that the type of code switching is predominantly insertional (with Papiamento as the dominant language). (26 references) (Author/CK) Report/ISSN: ISSN-0142-7164 EJ537704 N Nagy, W. E., & Others, A. (1993). Spanish-English Bilingual Students' Use of Cognates in English Reading. Journal of Reading Behavior v25 n3 p241-59 1993. Investigates how Hispanic bilingual students' knowledge of Spanish vocabulary and ability to identify Spanish-English cognates relate to their comprehension of English expository text. Finds that performance on a multiple-choice test was related to students' ability to recognize cognate relationships, as was the relationship between Spanish vocabulary knowledge and English reading comprehension. (SR) UMI Report/ISSN: ISSN-0022-4111 EJ472498 Neuman, S. B., & Koskinen, P. (1993). On Forests and Trees: A Response to Klingner. Reading Research Quarterly v28 n4 p383-85 Oct-Dec 1993. Responds to criticisms raised in another article in this issue concerning a study of incidental word learning among second-language learners viewing captioned television. Suggests that the criticisms fail to "see the forest for the trees." Responds to specific methodological criticisms. (RS) UMI Report/ISSN: ISSN-0034-0553 EJ472402 Nicoladis, E., & Genesee, F. (1996). Word Awareness in Second Language Learners and Bilingual Children. Language Awareness v5 n2 p80-90 1996. Examines word awareness in 4-year-old children, comparing bilinguals and second language learners with monolingual children. The study controlled for many methodological problems, including the possibility of enhanced word awareness due to early reading. Results indicate that experience with a second language does not promote word awareness at this age. (39 references) (Author/CK) Report/ISSN: ISSN-0965-8416 EJ537709 O Ogwen, E. (1980). Learning to Read in a Bilingual Situation in Wales. Journal of Multilingual and Multicultural Development v1 n4 p313-20 1980. Describes development of a language and reading program in a bilingual country where the native tongue is the minority language. Examines implications of teaching children to read through the medium of Welsh as a mother-tongue for some and as a second language for others. (Author/BK) EJ243995 Orellana, M. F. (1995). Literacy as a Gendered Social Practice: Tasks, Texts, Talk, and Take-Up. Reading Research Quarterly v30 n4 p674-708 Oct-Dec 1995. Examines gendered aspects of literacy in two bilingual primary classrooms in a working-class Latino community. Centers on values that are associated with literacy in each room and the gendering of those values through specific classroom practices, with attention to gendered aspects of literacy tasks, texts that were written and read, and the talk that structured participants' interactions. (RS) UMI Report/ISSN: ISSN-0034-0553 EJ511632 Oren, D. L. (1981). Cognitive Advantages of Bilingual Children Related to Labeling Ability. Journal of Educational Research v74 n3 p163-69 Jan-Feb 1981. Three tests were conducted to contrast the ability of bilingual and monolingual children to label and relabel objects. The findings show that bilingual subjects were significantly better than monolingual subjects, supporting the view that preschool bilingual education stimulates children's cognitive development, and enhances their self-concept. (Author/JN) Reprint: UMI EJ243188 Organization. (1992). Three Bilingual Education Methods Are Equally Effective (Open to Suggestion). Journal of Reading v35 n4 p327 Dec-Jan 1991-92. Notes that an extensive study by the U.S. Department of Education showed that three approaches to bilingual education (immersion, early exit, and late exit) are effective for bilingual learners, with some differences in growth patterns. (SR) UMI Report/ISSN: ISSN-0022-4103 EJ435535 Organization. (1993). Limited English Proficient Students in Intermediate Schools and in High Schools.A Concern About... Concerns n40 p1-7 Jul 1993 District of Columbia Available in paper copy and microfiche. EDRS Price - MF01/PC01 Plus Postage. The typical public school classroom is more diverse, linguistically and ethnically, than 20 years ago, with a dramatic increase in the proportion of limited-English-proficient (LEP) students. This pattern is reflected in secondary as well as elementary schools. Research indicates many of these students are at risk of failure or dropping out. A telephone survey of 33 state education agency bilingual education directors revealed a number of areas in which barriers to LEP student progress occur. These include: limited access to the core curriculum because of limited language skills; lack of native language literacy skills; isolation in rural areas; dearth of counselors with appropriate language skills or training in evaluating foreign educational credentials; limited instructional materials at the secondary school level; and outdated English-as-a-Second-Language (ESL) methodology. Practices that hold promise for addressing these problems include: team teaching to improve access to content areas; parent outreach; use of interactive technology to support native language and ESL instruction; and temporary English teaching certificates for teachers who are bilingual and have content knowledge. Additional recommendations include: linking these changes with overall reform initiatives; modifying teacher training; allowing LEP secondary students extra time to attain credits for graduation; and more local responsibility for inservice teacher training. (MSE) ED364111 Ortiz, A. A., & Maldonado-Colon, E. (1986). Recognizing Learning Disabilities in Bilingual Children: How to Lessen Inappropriate Referrals of Language Minority Students to Special Education. Journal of Reading, Writing, and Learning Disabilities International v2 n1 p43-56 1986. The article examines reasons for over-referral of language minority students for learning disabilities placement including misinterpretation of problem behaviors stemming from linguistic or cultural differences and stresses the importance of documenting prior interventions to distinguish differences from handicapping conditions. (DB) EJ341246 Orwin, C., & Forbes, H. H. D. (1994). Cultural Literacy: A Canadian Perspective. International Journal of Social Education v9 n1 p15-30 Spr-Sum 1994. Summarizes E. D. Hirsch's book, "Cultural Literacy," focusing on four separate arguments. Compares U.S. and Canadian education and society, particularly in relationship to multiculturalism and bilingualism. Concludes that Hirsch trivializes culture by presenting as no more than a common convention of effective national communication. (CFR) UMI Report/ISSN: ISSN-0889-0293 EJ496933 P Padron, Y. N. (1992). The Effect of Strategy Instruction on Bilingual Students' Cognitive Strategy Use in Reading. Bilingual Research Journal v16 n3-4 p35-51 Sum-Fall 1992. Two teaching methods were used to enhance the use of cognitive reading strategies among 89 Hispanic bilingual students in grades 3 through 5. Although there were differences in the use of cognitive reading strategies by grade and treatment group, instruction in cognitive strategy use decreased the use of weak reading strategies and was more beneficial than additional reading instruction. (TD) EJ507259 Padron, Y. N. (1994). Comparing Reading Instruction in Hispanic/Limited-English-Proficient Schools and Other Inner-City Schools. Bilingual Research Journal v18 n1-2 p49-66 Win-Spr 1994. Examined classroom processes taking place during reading instruction in two settings: (1) schools with a large Hispanic Limited-English-proficient student population, and (2) inner-city schools where the student population is more ethnically diverse. Results indicated that the type of reading instruction taking place in both types of schools is very passive. (26 references) (JL) EJ496393 Padron, Y. N., & Others, A. (1986). Analyzing Bilingual and Monolingual Students' Perceptions of Their Reading Strategies. Reading Teacher v39 n5 p430-33 Jan 1986. A study of third- and fifth-grade students found that monolingual students use different reading strategies than do bilingual students reading in their second language. (FL) UMI EJ327880 Parke, T. (1991). Young Bilinguals Reading Aloud. Reading v25 n3 p18-21 Nov 1991. Examines some of the differences between monolingual and bilingual reading. Focuses on some factors that are likely to influence young bilingual readers' capacity to read in their second language. Offers suggestions for pedagogy. (RS) UMI Report/ISSN: ISSN-0034-0472 EJ459282 Parsons, A. H. (1983). Self-Concept and Reading Achievement in the Bilingual Setting. NABE: The Journal for the National Association for Bilingual Education v8 n1 p29-40 Fall 1983. Examines relationships among self-concept, biliteracy, and type of reading and language instruction received by 51 second-grade Athens, Ohio, children in a bilingual setting. Supports position that accepting self-concept as a component in curricular goals and methods, materials, and techniques selection frees students and teachers to pursue creativity and develop potential. (NEC) EJ307288 Past, K. C., & Others, A. (1980). A Bilingual Kindergarten Immersed in Print. Reading Teacher v33 n8 p907-13 May 1980. Describes a bilingual open classroom program for kindergarten children in which the classroom environment is rich with printed language and children are introduced to reading by an individualized system they both enjoy and profit from. Tells how children "write" books, how phonics is introduced, and how reading is incorporated in a variety of activities. (ET) Reprint: UMI EJ227749 Patthey-Chavez, G. G., & Clare, L. (1996). Task, Talk, and Text: The Influence of Instructional Conversation on Transitional Bilingual Writers. Written Communication v13 n4 p515-63 Oct 1996. Traces the development of ideas explored during reading lessons in children's writings from one transitional bilingual fourth-grade classroom. Uses transcripts from audiotaped and videotaped lessons to study the way reading lessons turned into an anchoring activity for the negotiation of joint meaning. Traces developments in five student portfolios. (TB) Report/ISSN: ISSN-0741-0883 EJ539044 Paul, P. V. (1994). Response to "Unlocking the Curriculum": Principles for Achieving Access in Deaf Education. Teaching English to Deaf and Second Language Students v10 n2 p18-21 Spr 1994. Argues that bilingual (American Sign Language/English) education programs for all children with deafness, regardless of the severity of their hearing loss, may be ineffective in promoting English language literacy and access to the academic curriculum. (12 references) (MDM) EJ501544 Pena, S. C., & Verner, Z. (1981). Developing Reading Skills in Spanish: Research, Materials and Practice. Hispania v64 n3 p425-32 Sep 1981. Discusses approaches to teaching reading skills in Spanish to native Spanish speaking children before transfer to reading skills in English. (BK) Reprint: UMI EJ251191 Peregoy, S. (1989). Relationships between Second Language Oral Proficiency and Reading Comprehension of Bilingual Fifth Grade Students. NABE: The Journal of the National Association for Bilingual Education v13 n3 p217-34 Spr 1989. Among six Mexican-American fifth graders who were native Spanish speakers and had varying levels of English proficiency, oral proficiency was related to reading comprehension within each language. Assisted line-by-line reading facilitated comprehension for low proficiency students, deficient in both English vocabulary and syntactic knowledge. (SV) Report/ISSN: ISSN-0884-5352 EJ436517 Perez, B. (1993). Biliteracy Practices and Issues in Secondary Schools. Peabody Journal of Education v69 n1 p117-35 Fall 1993. Literacy is a major focus of attention in the education of linguistically and culturally diverse youth. The article focuses on identifying literature that impacts the literacy processes of secondary school students, highlighting studies that suggest a vision of literacy as empowerment for bilingual and limited English proficient students. (SM) UMI Report/ISSN: ISSN-0161-956X EJ480405 Perez, B. (1993). The Bilingual Teacher (Spanish/English) and Literacy Instruction. Teacher Education Quarterly v20 n3 p43-52 Sum 1993. Researchers studied elementary teachers and students from bilingual Spanish/English classrooms, examining successful literacy practices for incorporation into bilingual teacher education programs. The paper investigates the impact of talking about literacy, learning about the code and other skills, writing/reading and meaning making, the social context created, and teacher expectations. (SM) UMI Report/ISSN: ISSN-0737-5328 EJ471881 Perez, B. (1994). Spanish Literacy Development: A Descriptive Study of Four Bilingual Whole-Language Classrooms. Journal of Reading Behavior v26 n1 p75-94 1994. Investigates the Spanish literacy development of 20 low-socioeconomic-status Spanish dominant students learning in whole-language classrooms. Notes that the children used a variety of reading and writing strategies. Finds that students learned about meaning construction through the use of whole language and that meaning construction was associated with the individual's efficient and contextual use of the graphophonic system. (BS) UMI Report/ISSN: ISSN-0022-4111 EJ498778 Perrotta, B. (1994). Writing Development and Second Language Acquisition in Young Children. Childhood Education v70 n4 p237-41 Sum 1994. Describes children's writing development, examines several general findings from recent research, and provides some examples of how these findings affect classroom practice for English-as-a-Second-Language (ESL) bilingual programs. Emphasizes the use and acquisition of writing as a means of facilitating the development of a second language. (MDM) UMI Report/ISSN: ISSN-0009-4056 EJ483963 Pike, K. L., & Tuggy, S. S. C. (1979). Social Linguistics and Bilingual Education. System v7 n2 p99-109 Aug 1979. Discusses implications for bilingual educators of some of the more startling culture-bound linguistic characteristics of relatively primitive (often preliterate) peoples. Includes a description of the bilingual education program among the ethnic groups of Peru. (JB) Reprint: UMI EJ211197 Prado-Olmos, P. L. (1994). Exploring Structure and Interaction in Small Groups: An Ethnographic Study of Cooperative Group Life in a Bilingual Ele