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| | Second-Language Learning |
 | | If there is a mismatch between the structures, values, and expectations of the home language and school language, children may be at a disadvantage for success in early reading tasks, and thus spend their entire school careers attempting to catch up (Gay, 1988; Snow, 1992). |
 | | Non-native speakers schooled in a second language for part or all of the day typically do reasonably well in early years; from fourth grade, however, when academic and cognitive demands of the curriculum increase rapidly, students with little or no academic and cognitive development in their first language fail to maintain positive gains (Collier, 1995). |
 | | For example, children's literature in both languages should be in classroom and school libraries for children to access at both school and home; newspapers and other examples of community literacy should be available in both languages at home and at school; signs in classrooms should be in both languages, as appropriate. |
| www.ncrel.org /sdrs/areas/issues/content/cntareas/reading/li7lk12.htm (1167 words) |
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