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dc.contributor.authorAugust, Diane
dc.date.accessioned2020-08-03T17:31:57Z
dc.date.available2020-08-03T17:31:57Z
dc.date.issued2003-02
dc.identifier.urihttp://jhir.library.jhu.edu/handle/1774.2/62921
dc.descriptionThe Center for Research on the Education of Students Placed at Risk (CRESPAR) was established in 1994 and continued until 2004. It was a collaboration between Johns Hopkins University and Howard University. CRESPAR’s mission was to conduct research, development, evaluation, and dissemination of replicable strategies designed to transform schooling for students who were placed at risk due to inadequate institutional responses to such factors as poverty, ethnic minority status, and non-English-speaking home background.en_US
dc.description.abstractThe purpose of this report is to summarize research on the role of English oral proficiency in acquiring English literacy, describe the issues that English-language learners (ELLs) encounter because of their developing English oral proficiency, and report on best practices in supporting English language development in the context of literacy instruction for these students. Of primary interest in this report is the vast majority of ELLs who are not learning disabled but require time to become English proficient. Further, this report focuses on school-aged children. To a large extent, the studies cited here are drawn from research conducted with children who are learning English as a second language where English is the societal language.en_US
dc.description.sponsorshipGrant (No. R-117-D40005) from the Office of Educational Research and Improvement (OERI), U.S. Department of Educationen_US
dc.language.isoen_USen_US
dc.relation.ispartofseriesCRESPAR;61
dc.subjectCRESPARen_US
dc.subjectCenter for Research on the Education of Students Placed at Risken_US
dc.subjectEnglish Language Learnersen_US
dc.subjectEnglish Literacyen_US
dc.titleCRESPAR Report #61: Supporting the Development of English Literacy in English Language Learners: Key Issues and Promising Practicesen_US
dc.title.alternativeCRESPAR: Report #61en_US
dc.title.alternativeCenter for Research on the Education of Students Placed at Risk: Report #61en_US
dc.typeTechnical Reporten_US


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  • Center for Social Organization of Schools (CSOS)
    Founded more than 50 years ago at Johns Hopkins University, the Center for Social Organization of Schools, now part of the Johns Hopkins School of Education, concentrates its considerable research and development resources on improving low-performing schools and the education they offer their students. The center maintains a staff of full-time sociologists, psychologists, social psychologists, and educators who conduct programmatic research to improve the education system, as well as full-time support staff engaged in developing curricula and providing technical assistance to help schools use the center’s research.

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