Literature-Centered Reading and Language Minority Students.

摘要: This paper argues that literature-centered reading programs, based on the perspective readi:g is process of bringing meaning to print, are in best interest language minority students nation's elementary schools. After a review basal systems and language-centered describes problems faced by limited English proficient (LEP) traditional programs. Several case studies presented Cizyclopment second literacy. The concludes with model program for which built premises writing processes acquired through use; ability read write competently two languages value; school children same chronological age differ widely their interests abilities. advocated has three phases: (1) core book units, provided thorough experience one book; (2) literature allow learn about literary genres, themes, selected authors; (3) individualized writing, select books genres topics they wish co about. also discusses Language Experience Approach use predictable books, stories, special intervention programs beginning readers, whether bilingual or monolingual. (Seventy-six references appended.) (RS) ******************i**************************************************** Reproductions supplied EDRS can be made from original document. *********************************************************************** sir Literature-Centered Reading