The Language and Reading Companion (LaRC)

Authors

  • Miriam Eisenstein Ebsworth New York University
  • Tommy B. McDonell New York University

DOI:

https://doi.org/10.1558/cj.v20i3.613-620

Keywords:

software review

Author Biographies

  • Miriam Eisenstein Ebsworth, New York University

    Miriam Eisenstein Ebsworth, Ph.D., is director of doctoral programs in Multilingual Multicultural Studies in the New York University School of Education, Department of Teaching and Learning. Her interests involve second language acquisition research and pedagogy.

  • Tommy B. McDonell, New York University

    Tommy B. McDonell, MPS, is an adjunct at Marymount Manhattan College and a consultant for Pace University and the New York Public Library. She is a doctoral candidate in TESOL at New York University. Her masters, also from New York University, is in Interactive Telecommunications. Her interest is in technology-enhanced language learning and distance education.

References

Anderson, R. C. (1985). The role of the reader’s schema in comprehension, learning and memory. In H. Singer & R. B. Ruddell (Eds.), Theoretical models and processes of reading (pp. 372-384). Newark, DE: International Reading Association.

Auerbach, E. R., & Paxton, D. (1997). It’s not the English thing: Bringing reading research into the ESL classroom. TESOL Quarterly, 31 (2), 237-261.

Diamond, B., & Moore, M. (1995). Multicultural literacy: Mirroring the reality of the classroom. White Plains, NY: Longman.

Dubin, F., & Kuhlman, N. (1992). Cross-cultural literacy: Mirroring the reality of the classroom. White Plains, NY: Longman.

Richardson, J., & Morgan, R. (1990). Reading to learn in the content areas. Belmont, CA: Wadsworth Publishing Company.

Scarcella, R., & Oxford, R. (1992). The tapestry of language learning: The individual in the communicative classroom. Boston: Heinle & Heinle.

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Published

2013-01-14

Issue

Section

Software Reviews

How to Cite

Eisenstein Ebsworth, M., & McDonell, T. (2013). The Language and Reading Companion (LaRC). CALICO Journal, 20(3), 613-620. https://doi.org/10.1558/cj.v20i3.613-620

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