How does using multicultural literature improve the literacy achievement of students of diverse backgrounds?
a. Increases motivation to read and promotes cross-cultural heritage.
b. Increases appreciation and understanding of their own language and cultural heritage.
c. Increases valuing their own life as a topic for writing.
d. All of the above.
d
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Is there a critical period for language learning after which we are unable to learn language? Give evidence for your opinion.
What will be an ideal response?
A type of secondary or existing data would be _______.
a. Focus group transcripts b. Interview transcripts c. Archived research data d. Visual observation data
English-language learners (ELLs) and students from other cultures ______________.
A. comprehend and remember best texts that are culturally familiar B. always do better when they learn to speak English before reading it C. learn reading faster when asked to read aloud in class D. are naturally better students if they come from bilingual families
Israel commutes to work by bus. Since the trip is so long, he uses the time to catch up in his class reading but then has difficulty remembering what he reads. This is most likely because
A. he is not taking notes as he reads. B. he does not review the material in the next hour and next day. C. he has not previewed the material. D. he is distracted by noise on the bus.