Yuliya Ardasheva, Jameson Bowden, judith Morrison, and Thomas Tretter (2015) discussed the importance of incorporating effective strategies in the classroom specifically relating to English Language Learners (ELL) and literacy instruction in science learning (p. 40). The article focuses on integration strategies of comics and illustrated tradebooks (CTBs) to support middle school ELLs' learning of science during their first year in the United States (Asdasheva et al., 2015). The mode of delivery was conducted weekly, through Reading Day sessions that lasted for a 50-minute classtime. Students read CTBs in pairs (Ardasheva et al., 2015). The target group was composed of students who were limited English proficient, enrolled in a specialized school grades 6-11 (Ardasheva et al., 2015). Students identified as being limited English proficient had a composite score of 2 or less on the district's English proficiency test, with the highest score being being 6 (Ardasheva et al., 2015). The timeframe spanned a two-month Earth Materials and Systems unit. CTB selection was made based upon level-appropriateness, and topic alignment.
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