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teacher-directed or explicit instruction—is associated with better child academic outcomes on specific knowledge and skills (e.g., letter knowledge, vocabulary words)
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Among school-age children,*reading interventions focusing on phonemic awareness, word recognition, and vocabulary tend to have comparable effects for DLLs (or English learners),
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In schools and classrooms where English immersion is the only feasible option, there are ways that teachers can still bring the home language into the classroom that might contribute to helping children experience home–school continuity, provide opportunities for continued use of the home language, and encourage parents to continue developing children’s native language skills.
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