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The following HTML text is provided to enhance online readability. Many aspects of typography translate only awkwardly to HTML. Please use the page image as the authoritative form to ensure accuracy. Page 486
Teacher Language Skills Survey, 377 Teachers of English to Speakers of Other Languages, 113n, 125, 127, 253 Teachers serving English-language learners, 7, 74, 351-352 development of, 3, 7, 250-273 (See also Effective practices) evaluating, 258 inservice, 254 programs for, 253-266 of specialists, 9 education of, 3, 7-9, 17, 267-269 readiness of, 21 evaluating, 268-269 shortage of, 251-253 Theory-based programs. See Learning theory Title I programs, 9, 118-119, 126-127, 133, 354 Title VII programs, 2, 9-10, 16, 23, 126-127, 134, 158, 165-166, 336, 367, 370, 372, 384, 406 Transitional bilingual education. See Bilingual education Two-way bilingual education. See Bilingual education UUnderachievement, 91-92 Underfunded schools. See School characteristics influencing learning Universal Grammar framework, 35 U.S. Department of Education, 4-5, 7-10, 118-119, 140, 296, 433-439 U.S. Department of Education Organization Act, 132 U.S. Department of Health, Education and Welfare, 24, 368 U.S. Department of Health and Human Services (DHHS), 294, 309, 393-395 U.S. General Accounting Office (GAO), 146-147, 252, 331n VValidity issues, 114-115, 121, 130-131, 164n, 186-188, 293 Vocabulary, 56 WWeschler Intelligence Scales for Children (WISC), 124 Whole-language instruction, 58-59 William and Flora Hewlett Foundation, 402-403, 462 WISC. See Weschler Intelligence Scales for Children Word recognition, 61-62 Y
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