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Robert Ortiz, Rosario Ordoñez-Jasis (2005)
Leyendo juntos (Reading Together): New Directions for Latino Parents' Early Literacy InvolvementThe Reading Teacher, 59
Izumi Izumi, Bigelow Bigelow, Fujiwara Fujiwara, Fearnow Fearnow (1999)
Testing the output hypothesis: Effects of output on noticing and second language acquisitionStudies in Second Language Acquisition, 21
R. Gersten, S. Baker, Diane Haager, A. Graves (2005)
Exploring The Role of Teacher Quality in Predicting Reading Outcomes for First-Grade English LearnersRemedial and Special Education, 26
María Carlo, D. August, B. Mclaughlin, C. Snow, C. Dressler, David Lippman, T. Lively, Claire White (2004)
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Cassidy Cassidy, Cassidy Cassidy (2005, DecemberJanuary)
What's hot, what's not for 2006Reading Today, 23
Izumi Izumi (2002)
Output, input enhancement, and the noticing hypothesis: An experimental study on ESL relativizationStudies in Second Language Acquisition, 24
Shinichi Izumi (2003)
Comprehension and Production Processes in Second Language Learning: In Search of the Psycholinguistic Rationale of the Output HypothesisApplied Linguistics, 24
J. Huttenlocher, Marina Vasilyeva, Elina Cymerman, S. Levine (2002)
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Kimberly Lenters (2004)
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Renee Rubin, Veronica Carlan (2005)
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M. Swain, Sharon Lapkin (1998)
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Shinichi Izumi (2002)
OUTPUT, INPUT ENHANCEMENT, AND THE NOTICING HYPOTHESISStudies in Second Language Acquisition, 24
D. August, María Carlo, C. Dressler, C. Snow (2005)
The Critical Role of Vocabulary Development for English Language LearnersLearning Disabilities Research and Practice, 20
Michael Coyne, E. Kameenui, Deborah Simmons (2001)
Prevention and Intervention in Beginning Reading: Two Complex SystemsLearning Disabilities Research and Practice, 16
Eli Hinkel (2011)
Handbook of Research in Second Language Teaching and Learning : Volume 2
Gersten Gersten, Baker Baker, Haager Haager, Graves Graves (2005)
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L. Meyer (2000)
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L. Helman (2005)
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Shinichi Izumi, Martha Bigelow, Miho Fujiwara, Sarah Fearnow (1999)
TESTING THE OUTPUT HYPOTHESISStudies in Second Language Acquisition, 21
Language production, or output, is not simply a product to demonstrate learning but part of the learning process. The output hypothesis, a theoretical model of second‐language acquisition, proposes that second‐language learners must produce the language they are learning in order to obtain a level of proficiency similar to that of native speakers. The purpose of this article is to apply the principles of the output hypothesis to language and literacy instruction for English‐language learners (ELLs). A brief review of literature related to the input and output hypotheses is presented and is followed by application of the output theory to several common classroom practices. Emphasis is placed on the importance of moving beyond providing input for ELLs and intentionally targeting children's language production. Hypothetical examples of teacher talk and teaching strategies that encourage output are provided.
The Reading Teacher – Wiley
Published: Mar 1, 2008
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