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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Zhiyong Yang,Wenjin Gu,Jing Zhang,Lihua Guidren and their families. In this chapter, we raise the reader’s awareness of the issues that make assessments and interventions different for English learners than for fluent English speakers. We specify the areas to investigate when any student struggles: curriculum, instruction, environment, and t

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Romania, in the European Energy Market,bsequent languages in addition to the child’s other academic skills. Examiners must determine when it is appropriate to assess in the first language as well as in English. Assessments with reduced language demands should be chosen if the child has limited English proficiency and there may need to be

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https://doi.org/10.1007/b138345sures after a child has been immersed in the second language for 2 or more years because of first language attrition. Evaluation teams are often reluctant to assess children who have not yet had time to become proficient in English. However, this is discriminatory toward English learners with disabi

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