In a study of English language arts transition programs for Spanish-speaking students, researchers found that when teachers used both literature logs and instructional conversations with fourth and fifth graders learning English, the students understood the literature being studied better than when teachers used only one of the techniques. For students already fluent in English, however, the combined effects of literature logs and instructional conversations were not significantly greater than the effect of a single approach. 1998. (RR6). (26 pp).
William M. Saunders & Claude Goldenberg
Center for Research on Education, Diversity & Excellence