Review of Rooted in strength: Using translanguaging to grow multilingual readers and writers

Autores/as

  • Emily Johns-O'Leary University of Colorado Boulder

DOI:

https://doi.org/10.14507/er.v30.3637

Biografía del autor/a

Emily Johns-O'Leary, University of Colorado Boulder

Emily Johns-O’Leary is a doctoral candidate in literacy studies at the University of Colorado Boulder. She previously worked as a bilingual upper elementary teacher in an English/Spanish dual language school.

Citas

Ascenzi‐Moreno, L., & Quiñones, R. (2020). Bringing bilingualism to the center of guided reading instruction. The Reading Teacher, 74(2), 137–146. https://doi.org/10.1002/trtr.1922

Ehri, L. C. (2020). The science of learning to read words: A case for systematic phonics instruction. Reading Research Quarterly, 55(S1). https://doi.org/10.1002/rrq.334

Garcia, O. (2009). Bilingual education in the 21st century. Blackwell.

Shanahan, T. (2020). What constitutes a science of reading instruction? Reading Research Quarterly, 55(S1). https://doi.org/10.1002/rrq.349

Descargas

Publicado

2023-02-01

Cómo citar

Johns-O’Leary, E. (2023). Review of Rooted in strength: Using translanguaging to grow multilingual readers and writers. Reseñas Educativas, 30. https://doi.org/10.14507/er.v30.3637

Número

Vol. 30 (2023)

Sección

Reseñas de libros

Licencia

Derechos de autor 2022 Emily Johns-O'Leary

Creative Commons License

Esta obra está bajo una licencia internacional Creative Commons Atribución-CompartirIgual 4.0.

 

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