Jan E Hasbrouck
Biographic Data
| ID | 6746887 |
|---|---|
| NAME | Jan E Hasbrouck |
| GIVEN NAMES | Jan E |
| FAMILY NAME | Hasbrouck |
| SIGNATURE | HASBROUCK J E |
| AFFILIATIONS | Mitchell Institute |
| VERIFIED | No |
| TOTAL WORKS | 3 |
| TOTAL CITATIONS | 4 |
| WORKS AS AUTHOR | 3 |
| WORKS AS EDITOR | 0 |
| FIRST PUBLICATION YEAR | 1997 |
| LATEST PUBLICATION YEAR | 2001 |
| H-INDEX | 1 |
Cross-Linguistic Transfer of Phonological Processing
Recent research suggests that phonological processing deficits, including the awareness of sounds in words or phonemic awareness, are predictive of difficulties in learning to read and reading fluency in English. As research in this area has increased, so has the number of measures with which to measure phonological processing in English. Increasing numbers of children in schools today speak Spanish as their first or only language, and the teachi…
Intensive Intervention in Reading Fluency for At-Risk Beginning Spanish Readers
A study was conducted using a single case, multiple baseline (across subjects) design to study an intensive reading intervention among low-achieving at-risk students in first and second grade Spanish/English bilingual classrooms. The intervention, involving three research-supported techniques, was conducted for 45 minutes per day, three days per week, over 12 weeks, with 74 students from four classrooms (analyses included 53 students with complet…
Inside Transitional Bilingual Classrooms
The field of bilingual education lacks reliable methods for accurately describing the instructional process in transitional bilingual classrooms. In this article, a four-dimensional pedagogical model of transitional bilingual education was operationalized and an observation tool created. Pilot-testing of the observation tool occurred in four Grade 5 transitional bilingual classrooms, for the initial purpose of judging interrater reliability and s…
Inside Transitional Bilingual Classrooms
The field of bilingual education lacks reliable methods for accurately describing the instructional process in transitional bilingual classrooms. In this article, a four-dimensional pedagogical model of transitional bilingual education was operationalized and an observation tool created. Pilot-testing of the observation tool occurred in four Grade 5 transitional bilingual classrooms, for the initial purpose of judging interrater reliability and s…
Cross-Linguistic Transfer of Phonological Processing
Recent research suggests that phonological processing deficits, including the awareness of sounds in words or phonemic awareness, are predictive of difficulties in learning to read and reading fluency in English. As research in this area has increased, so has the number of measures with which to measure phonological processing in English. Increasing numbers of children in schools today speak Spanish as their first or only language, and the teachi…
Inside Transitional Bilingual Classrooms
The field of bilingual education lacks reliable methods for accurately describing the instructional process in transitional bilingual classrooms. In this article, a four-dimensional pedagogical model of transitional bilingual education was operationalized and an observation tool created. Pilot-testing of the observation tool occurred in four Grade 5 transitional bilingual classrooms, for the initial purpose of judging interrater reliability and s…
Cross-Linguistic Transfer of Phonological Processing
Recent research suggests that phonological processing deficits, including the awareness of sounds in words or phonemic awareness, are predictive of difficulties in learning to read and reading fluency in English. As research in this area has increased, so has the number of measures with which to measure phonological processing in English. Increasing numbers of children in schools today speak Spanish as their first or only language, and the teachi…
Intensive Intervention in Reading Fluency for At-Risk Beginning Spanish Readers
A study was conducted using a single case, multiple baseline (across subjects) design to study an intensive reading intervention among low-achieving at-risk students in first and second grade Spanish/English bilingual classrooms. The intervention, involving three research-supported techniques, was conducted for 45 minutes per day, three days per week, over 12 weeks, with 74 students from four classrooms (analyses included 53 students with complet…
Computer Science (3 works) · Developmental psychology (3 works) · Linguistics (3 works) · Mathematics education (3 works) · Psychology (3 works) · Reading and Literacy Development (3 works) · Cognitive and developmental aspects of mathematical skills (2 works) · Fluency (2 works) · Pedagogy (2 works) · Reading (process (2 works)