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Language, Speech, and Hearing Services in Schools Vol.38 272-277 July 2007. doi:10.1044/0161-1461(2007/028)
© American Speech-Language-Hearing Association
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Epilogue

Epilogue: Implications of Research on English Language Learners for Classroom and Clinical Practice

Stephanie M. Nixon
Peggy McCardle
National Institute of Child Health and Human Development, Rockville, MD

Kathleen Leos
Office of English Language Acquisition, U.S. Department of Education, Washington, DC

Contact author: Peggy McCardle, National Institute of Child Health and Human Development, 6100 Executive Boulevard, Suite 4B05, Rockville, MD 20852-7510. E-mail: PM43Q{at}nih.gov.

Purpose: The purpose of the present article is to provide the closing context for this clinical forum that showcases prereading and reading development research with Spanish-speaking English language learning children.

Method: Background information, including legislation, judicial review, and past research, are used to interpret the results of the studies in the clinical forum.

Implications: Suggestions for practitioners and future research are presented based on the clinical forum and background information.

KEY WORDS: English language learners, reading, bilingual, education


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