Reading comprehension: English language learners

dc.contributor.author	Rainey, Karen, F.
dc.contributor.supervisor	Tobin, Ruthanne
dc.date.accessioned	2014-06-16T18:04:30Z
dc.date.available	2014-06-16T18:04:30Z
dc.date.copyright	2014	en_US
dc.date.issued	2014-06-16
dc.degree.department	Department of Curriculum and Instruction
dc.degree.level	Master of Education M.Ed.	en_US
dc.description.abstract	This project was undertaken to examine English language teachers' approach to teaching reading comprehension to diverse English language learners, including the all encompassing effects of the socio-cultural perspective and the cultural funds of knowledge. Observation of the literature revealed a need for explicit, multifacted and authentic specific English langauge learner pedagogical practices. A number of practical ideas and resources are outlined based on researched theoretical and empirical evidence.	en_US
dc.description.scholarlevel	Graduate	en_US
dc.identifier.uri	http://hdl.handle.net/1828/5436
dc.language.iso	en	en_US
dc.rights.temp	Available to the World Wide Web	en_US
dc.rights.uri	http://creativecommons.org/licenses/by-nc-nd/2.5/ca/	*
dc.subject	reading theoretical foundations
dc.subject	reading
dc.subject	comprehension
dc.subject	English language learners
dc.subject	schema theory
dc.subject	L2 theoretical foundations
dc.subject	cultural funds of knowledge
dc.subject	socio-cultural perspective
dc.title	Reading comprehension: English language learners	en_US
dc.type	project	en_US

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