Titlebook: Assessment and Intervention for English Language Learners; Translating Research Susan Unruh,Nancy A. McKellar Book 2017 The Editor(s) (if a

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书目名称Assessment and Intervention for English Language Learners影响因子(影响力)




书目名称Assessment and Intervention for English Language Learners影响因子(影响力)学科排名




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书目名称Assessment and Intervention for English Language Learners网络公开度学科排名




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书目名称Assessment and Intervention for English Language Learners被引频次学科排名




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Amorous

Zhiyong Yang,Wenjin Gu,Jing Zhang,Lihua Guiuages. This chapter focuses on how the brain learns both first and second languages, as well as how the bilingual brain is different from the monolingual brain. It explores learning to speak and understand oral language versus learning to read and write. Dual-language learners are a heterogeneous gr

Jubilation

Romania, in the European Energy Market,ates a child, he or she must collect data by means of record reviews, observations, interviews, and tests. The data must encompass the learner, curriculum, instruction, and the learner’s environment. For English learners, the data may be more complex, extensive, and difficult to unearth. The student

Keratectomy

https://doi.org/10.1007/b138345sment of students’ oral proficiency in their first language should be made before administering measures of achievement, cognitive processing, and intelligence. Typically, speech-language pathologists take the lead in assessing oral language. However, psychologists must have an understanding of the

Cumbersome

Jürg Schwizer,Michael Mayer,Oliver Brandal information about how to process stimuli. Attention, motivation, emotions, and adequate sleep all play roles in helping the brain learn to read. A sense of print and phonemic and morphemic awareness are necessary to learn to decode words. Children must have an adequate working memory, and an awar

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