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One Dy I Kud Not Red a Book Bot Naw I Can: One English Learner's Progress
Author(s) -
Amendum Steve,
Amendum Emily,
Almond Pamela
Publication year - 2013
Publication title -
the reading teacher
Language(s) - English
Resource type - Journals
SCImago Journal Rank - 0.642
H-Index - 50
eISSN - 1936-2714
pISSN - 0034-0561
DOI - 10.1002/trtr.1183
Subject(s) - psychology , reading (process) , vocabulary , vocabulary development , intervention (counseling) , context (archaeology) , reading comprehension , literacy , mathematics education , english language , pedagogy , linguistics , teaching method , paleontology , philosophy , psychiatry , biology
Abstract This article describes a year‐long reading intervention with a first‐grade English‐learner who began the year as a non‐reader. Systematic instruction from a literacy specialist and her classroom teacher included familiar re‐reading, word study, and teacher‐guided reading with carefully matched texts, within the context of English language and vocabulary development. Intervention instruction facilitated this young English learner's grade‐level achievement by the end of the school year. Intervention strategies, intensity, and the student's progress are described.