Longitudinal Study on ESL Children’s Reading Achivement Better than Monolinguals

Nonie K. Lesaux, Assistant Professor at the Harvard Graduate School of Education reports that ESL kindergarteners may read better than native English speakers. Her research results came from a 5-year longitudinal study that examined the development of reading from kindergarten through grade four of language minority learners who entered mainstream classrooms with little or no proficiency in English, and the effectiveness of an early literacy-intervention model. Specific information nthe literacy program is provided. The article is coming out in the latest volume of the Developmental Psychology. To read more visit the following webpage http://hugse9.harvard.edu/gsedata/resource_pkg.profile?vperson_id=55035

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