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One resource that might be very helpful for you is a book called Leveled Books for Readers Grades 3-6, by Fountas and Pinnell (Heinemann, 2002). It lists over 6,000 books and gives the author, reading level, publisher, and genre of each.
For many years, a variety of American publishing companies have offered what are called "high interest/low readability" texts in English.
"Response to Intervention" (RTI) is a process that refers to how well students respond to research-based instruction. The purpose of the program is to provide a safety net for at-risk readers, some of whom have learning disabilities.
Some of the core features are:
Response to Intervention requires that students be provided with effective instruction. IDEA 2004 offered greater flexibility to schools.
Learning even just one language is a complex process. But young children have the potential to learn more than one language.
Talking to your child regularly lays the foundation for her language and literacy development. If you are most comfortable with your native language, you will be better able to communicate your feelings and ideas in that language.
Before children start school, they may be exposed to English on TV, in the playground, and in the print they see on cereal boxes and street signs. Children will learn a lot about English from the environment around them.
Yes. You will therefore need to decide if you want your child to maintain his skills in your native language. Consider your long-term goals.
It requires time, persistence, and creativity. Some parents speak to their child only in their native language, even if their child responds in English.