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Scaffolding English Language Learners and Struggling Readers in a Universal Literacy Environment with Embedded Strategy Instruction and Vocabulary Support

Patrick Proctor, Ed. D., Bridget Dalton, Ed. D., and Dana Grisham, Ph.D.

Today teachers are charged with including all students in literacy instruction, even those who have previously struggled in traditional school environments. One group that has struggled in the past is English Language Learners (ELLs). Here Proctor, Dalton, and Grisham discuss a 4-week study that used supported digital text to assist ELLs with reading comprehension. They found that embedding features did help promote learners’ use of comprehension strategies.

Published as:

Proctor, C. P., Dalton, B., & Grisham, D. L. (2007). Scaffolding english language learners and struggling readers in a universal literacy environment with embedded strategy instruction and vocabulary support. Journal of Literacy Research, 39(1), 71-93. doi:10.1080/10862960709336758

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Last Updated: 03/08/2012

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