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The "bilingual brain" and reading research: Questions about teaching English Learners to read in English

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The "bilingual brain" and reading research: Questions about teaching English Learners to read in English

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The “bilingual brain” and reading research: Questions about teaching English Learners to read in English

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Controversies over how best to teach children to read go back many years. Most recently, two questions have emerged that leave teachers of English Learners puzzled:First, does research on reading, sometimes referred to as “the science of reading,” include English Learners, or is it based solely on E…

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ASFM ES Prácticas de lectura 2025-26 (5)

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ASFM ES Prácticas de lectura 2025-26 (4)

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ASFM ES Prácticas de lectura 2025-26 (2)

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ASFM ES Prácticas de lectura Lectura en voz alta

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ASFM ES Prácticas de lectura 2025-26 (1)

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Notas de observación: lectura en voz alta

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Notas de observación: lectura en voz alta

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The Science of Reading Progresses: Communicating Advances Beyond the Simple View of Reading, by Nell Duke and Kelly Cartwright

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The Science of Reading Progresses: Communicating Advances Beyond the Simple View of Reading, by Nell Duke and Kelly Cartwright

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Documento para tomar notas durante la observación de una clase.

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DE LA FORMACIÓN A LA PRÁCTICA: OBJETIVOS Y PRÓXIMOS PASOS

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Unpicking the Developmental Relationship Between Oral Language Skills and Reading Comprehension: It's Simple, But Complex

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Unpicking the Developmental Relationship Between Oral Language Skills and Reading Comprehension: It's Simple, But Complex

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Society for Research in Child Development

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Cookies are disabled for this browser. Wiley Online Library requires cookies for authentication and use of other site features; therefore, cookies must be enabled to browse the site. Detailed information on how Wiley uses cookies can be found in our Privacy Policy.

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La adquisición de la lectura desde la evidencia científica

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La adquisición de la lectura desde la evidencia científica

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Joana Acha: “La adquisición de la lectura desde la evidencia científica”

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Biblioteca Nacional de la República Argentina

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¿De qué hablamos cuando hablamos de comprensión?

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¿De qué hablamos cuando hablamos de comprensión?

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Apoyos de tier 1 para la lectura en voz alta

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Apoyos de tier 1 para la lectura en voz alta

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Protocolo para comentar el desarrollo de las clases

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Protocolo para comentar el desarrollo de las clases

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Teaching reading across the day, Jennifer Serravallo

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Teaching reading across the day, Jennifer Serravallo

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Shifting the balance 3-5, Jan Burkins, Kari Yates y Katie Cunningham

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Shifting the balance 3-5, Jan Burkins, Kari Yates y Katie Cunningham

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Shifting the balance K-2, Jan Burkins y Kari Yates

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Shifting the balance K-2, Jan Burkins y Kari Yates

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Conferencias de lectura con la cuerda de Scarborough

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Conferencias de lectura con la cuerda de Scarborough

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Vocabulario, gramática y razonamiento verbal

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Vocabulario, gramática y razonamiento verbal

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Reconocimiento de palabras: precisión y fluidez

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Reconocimiento de palabras: precisión y fluidez

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anacabanzon@gmail.com

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Neurociencia y lectura, de Francisco Mora

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Neurociencia y lectura, de Francisco Mora