Download or read book Impact of Reciprocal Teaching on the Reading Comprehension of English Language Learners with Learning Disabilities in an Inclusive Language Development ELD Classroom written by and published by . This book was released on 2007 with total page pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book Supporting English Learners in the Classroom written by Eric M. Haas and published by Teachers College Press. This book was released on 2019-05-03 with total page 241 pages. Available in PDF, EPUB and Kindle. Book excerpt: This resource offers educators evidence-based best practices to help them address the individual needs of English learners with academic challenges and those who have been referred for special education services. The authors include guidance and specific tools to help districts, schools, and classrooms use multi-tiered systems of support (MTSS) and other interventions.
Download or read book English Learners with Learning Disabilities written by Richard T. Boon and published by IAP. This book was released on 2023-04-01 with total page 160 pages. Available in PDF, EPUB and Kindle. Book excerpt: This edited book is intended to offer a practical guide for general, special, and bilingual/English as a second language educators working with English learners (ELs) with learning disabilities (LD) in the K-12 inclusive classroom. Authored by leading scholars with expertise in the fields of special and bilingual education, the book provides educators with a solid foundation of the growing demographics of ELs in our schools, an understanding of second language acquisition, and further knowledge of the referral, assessment, and identification process. A detailed discussion addresses cultural competence and the development of the individualized education program (IEP) and provides an overview of legal and instructional foundations for developing culturally and linguistically responsive (CLR) IEPs for diverse learners, with a specific focus on students with LD who are acquiring English as an additional language. Federal legislative mandates, required IEP components, and the significant role that families assume in quality IEP development is presented along with practical examples that demonstrate a strengths-based perspective for engaging colleagues and families in the development of CLR IEPs for ELs. The remaining chapters of the book provide content on the use of a multi-tiered systems of support (MTSS) framework, effective instructional practices, and research-based language and literacy interventions. To assist with the implementation of these interventions, a variety of co-teaching models are provided. Finally, the authors suggest ways to better communicate with parents and/or families to enhance collaboration between home and school.
Download or read book The Effects of Reciprocal Teaching on the Reading Comprehension of Five Students with Learning Disabilities written by Janet Foss-Feuerbach and published by . This book was released on 2010 with total page 82 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book Non native Speakers Reach Higher Ground written by Ana Leonor Armbrister and published by . This book was released on 2010 with total page 157 pages. Available in PDF, EPUB and Kindle. Book excerpt: "English Language Learners are an ever-growing population in public school systems today. Consequently, the policies and procedures that schools are required to adhere to are not limited to language minority students. In order for teachers to meet the needs of English Language Learning students, they need to address their student's whole educational experience -- on an academic and social level. The integrated teaching of language and content is not only beneficial for language learning students, but it is also necessary for the students' overall success in school. Moreover, the collaborative reading strategy of reciprocal teaching allows students to develop their academic and social skills through cognitive techniques. Reciprocal teaching involves four comprehension strategies that the students engage in while reading. By summarizing, questioning, clarifying, and predicting the students are actively participating in the analysis and verbal discussion of the text in order to understand what is being read. This highly effective technique for teaching students cognitive strategies that lead to improved development of their reading comprehension are directly paralleled to the four strategies of reciprocal teaching. Furthermore, application of these comprehension strategies were modeled and scaffolded prior to shifting the responsibility to the students on an independent level through use of various medias of text. The impact of reciprocal teaching's effect on English Language Learner's reading comprehension at the intermediate level has not been investigated fully. However, this study provides the field of education with an added research that will support student participation, development, and application of essential reading strategies. This grounded theory research measured a collaborative reading strategy's effects on language learning students in 3rd, 4th, and 5th grades at a rural county intermediate elementary school. The results of this study demonstrated the positive effects on the reading comprehension of English Language Learners as a result of the introduction, study, and practice of reciprocal teaching. Improvement in student performance produced self-sufficient and confident second language learning readers. The strategies delineated in this collaborative reading approach proved successful with students in a rural intermediate elementary school in north central Florida."--Pages i-ii.
Download or read book The Effects of Reciprocal Teaching Techniques on Reading Comprehension for Limited English Proficient Students written by Ann Anderberg and published by . This book was released on 1996 with total page 224 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book Why Do English Learners Struggle With Reading written by John J. Hoover and published by Corwin Press. This book was released on 2016-03-22 with total page 244 pages. Available in PDF, EPUB and Kindle. Book excerpt: Make the right instructional and eligibility decisions to help your English Learners! Do your students' reading difficulties reflect language acquisition issues or a learning disability? Now in an updated second edition, this essential guide helps educators make informed choices about strategies and services to support English Learners, and includes: Nine common misconceptions that can lead to wrongful placement of students in Special Education A new chapter on evidence-based practices for success in teaching reading to students learning English Appropriate techniques to use when assessing students for special education Expanded coverage of Response to Intervention to include a multi-tiered system of supports (MTSS)
Download or read book Teaching Reading Comprehension to English Learners K5 written by Margarita Calderón and published by Solution Tree Press. This book was released on 2011-11-01 with total page 240 pages. Available in PDF, EPUB and Kindle. Book excerpt: As more English learners enroll in school each year, teachers and administrators are concerned with the large gap in reading and academic standing between ELs and students performing at grade level. This book addresses the language, literacy, and content instructional needs of ELs and frames quality instruction within effective schooling structures and the implementation of RTI.
Download or read book The Effect of Reciprocal Teaching on Student Reading Comprehension written by Sarah Grove and published by . This book was released on 2012 with total page 52 pages. Available in PDF, EPUB and Kindle. Book excerpt: The purpose of this study was to examine if implementing reciprocal teaching with a small group improved the reading comprehension ability of students identified with a specific learning disability in reading. The participants included four 8th grade students who are identified with a learning disability in reading. Baseline stability was established over a four week period using the AIMSweb Maze comprehensive assessment. The students then participated in reciprocal teaching three times a week over a four week period during their science class. They were assessed weekly with AIMSweb Maze passages to track progress throughout the intervention. The data shows that all participants improved their performance on the Maze assessment throughout intervention. Discussion and implications for further research are included.
Download or read book Increasing Comprehension Strategies Through Reciprocal Teaching written by Kathlyn Garcia Benosa and published by . This book was released on 2006 with total page 136 pages. Available in PDF, EPUB and Kindle. Book excerpt: The purpose of the study was twofold. First, it describes two research-based instructional strategies that have been effective in increasing reading comprehension (reciprocal teaching and using readers' response journals). Second, a quasi-experimental research design was created to determine the educational impact of these two strategies on the reading comprehension levels of elementary-aged English Language Learners (ELLs). The data was collected from a low socioeconomic elementary school, specifically looking at a second grade classroom. The classroom demographic included eighteen students, ten of which were English Language Learners. Both informal and formal assessments were used to determine growth across time. The overall findings gleaned from the formal assessments revealed that the ELLs significantly increased their reading comprehension scores by 12%. Using both strategies has demonstrated not only the increase in reading comprehension with non-English speaking students but also with English-speaking students.
Download or read book Effects of Explicit Reading Comprehension Strategy Instruction for English Learners with Specific Learning Disabilities written by Sara L. Jozwik and published by . This book was released on 2015 with total page 258 pages. Available in PDF, EPUB and Kindle. Book excerpt: In this intervention study, I engaged principles of culturally responsive research to examine the effectiveness of explicit reading comprehension strategy instruction for English Learners (ELs) with specific learning disabilities (SLD). This study replicated and extended previous research (Jitendra, Hoppes, & Xin, 2000) by modifying instruction found to be effective for native English speakers (i.e., explicit reading comprehension strategy instruction with a self-monitoring procedure). Modifications included: (a) integrating culturally relevant text, (b) providing native language support, and (c) melding strategies from the fields of teaching English as a second language and special education. Through a co-teaching model, I provided instruction to four participants during a 135-min literacy block in a fifth-grade general education classroom for 13 weeks. A multiple probe across participants design (Gast & Ledford, 2010) evaluated effects of instruction on two dependent variables: (a) participants' sophistication with applying comprehension thinking strategies while reading, as measured by comprehension thinking strategy rubrics (Keene, 2006) and (b) participants' comprehension, as measured through percentage accuracy with responding to verbally-posed, researcher-developed literal and inferential comprehension questions. I assessed maintenance of effects for up to 8 weeks after participants exited the intervention. I assessed generalization to on-grade-level text and to a standardized achievement test (Woodcock Johnson Tests of Academic Achievement III-R; Woodcock, McGrew, & Mather, 2001). Additionally, I examined participants' self-efficacy as readers at pre- and postintervention by collecting information from the Motivation to Read Profile survey and interview (Gambrell, Palmer, Coddling, & Mazzoni, 1996). Finally, I measured participants' perceptions of the social acceptability of intervention procedures and outcomes through a researcher-developed, 9-item, Likert-scale survey. Results of this study show a functional relation for accuracy with answering literal and inferential comprehension questions and for sophistication with applying comprehension thinking strategies to read instructional-level text. All four participants performed within a similar range on on-grade-level probes as compared to instructional-level probes before and after the intervention. Participants improved or maintained scores on a standardized achievement test. Intervention effects maintained at the end of a 2- to 8-week period at a level above respective baseline performance. Moreover, participants' attitudes toward reading and their motivation toward reading increased or maintained at high levels. Results from social validation questionnaires showed favorable impressions of the intervention's procedures and outcomes. Findings are discussed with regard to the need for future research and the implications for practice.
Download or read book Listening and Reading for English Language Learners written by Dorit Sasson and published by R&L Education. This book was released on 2013-10-30 with total page 131 pages. Available in PDF, EPUB and Kindle. Book excerpt: This bookprovides an overview designed to help educators collaborate more effectively in the areas of content area literacy for the sake of their K-6 ELL students. The book weaves the practical and theoretical aspects of collaboration and suggests ways for teachers to form long term partnerships. Each chapter extends collaboration in the areas of skill and content based learning so ELL students can achieve necessary proficiency to thrive in content areas classrooms and minimize gaps in instructional learning.
Download or read book Use of Chunking and Questioning Aloud to Improve the Reading Comprehension of English Language Learners with Disabilities ELLs with Disabilities Report 17 written by Manuel Barrera and published by . This book was released on 2006 with total page 33 pages. Available in PDF, EPUB and Kindle. Book excerpt: English language learners (ELLs) with disabilities struggle with reading and the reasons for their struggles are not well understood owing to little knowledge about the impact of disability on language development in either the first or second language (Klingner et al., 2006). Nevertheless, this difficulty in reading achievement historically has been a marker for students with learning disabilities (Bender, 2003). It may be challenging for ELLs with disabilities to learn in large general education classes (Vaughn, Klingner, & Bryant, 2001). Vaughn and her colleagues indicate that because students with the most severe reading difficulties need intense reading strategy instruction, they must have additional support services in a special education setting where there are sufficient time and resources to address student's specific learning needs. Thus, it seems apparent that an important area of research attention is to examine the benefits of instruction in the specialized settings where small group or individualized services are provided to English language learners with disabilities. Moreover, because of the need to adapt learning situations to the specific needs of these students, it seems imperative that any examination of individualized instruction should also examine the degree to which adjustments to instruction should be made. It should also examine how different approaches to the instruction of these learners may affect learner outcomes. To add to this limited, but growing knowledge base, this report provides details about a series of single-subject research studies. The studies examine how an instructional reading strategy identified by classroom teachers could be used to improve grade-level standards-based reading achievement among English language learners with learning disabilities in individualized instructional settings. A companion report (Barrera, Liu, Yan, Chamberlain, & Thurlow, 2006) examines a similar series of studies with a mathematics instructional strategy. Appended is: Protocol for Chunking and Questioning Aloud Strategy. (Contains 4 figures and 4 tables.).
Download or read book Reciprocal Teaching and Transenvironmental Programming written by Merle Bruce and published by . This book was released on 1990 with total page pages. Available in PDF, EPUB and Kindle. Book excerpt: This study examined the extent to which reciprocal teaching procedures combined with transenviromental programming would facilitate comprehension of text and promote transfer of learning by a group of upper primary poor readers. A multiple-baseline single subject research design with replications across three diffrerent instructuional conditions was used. The three conditions were: (1) reciprocal teaching in small groups in the resource room; and (2) transfer learning to the reading class in the home room; and (3) transfer of learning to the social studies class in the home room. Each condition involved baseline, experimental and maintenance phases. Analysis of the data revealed that reciprocal teaching was effective in promoting students' comprehension of text. In general, transenvironmental programming, during which students were instructed to employ the newly learned comprehension strategies in their reading and social studies, classes was also successful. However, it was found that successful transfer depended on a number of other factors including mastery of the strategies, cognitive ability of the subject, and cooperation of the regular class teacher. The implications of these findings for classroom practice are discussed, along with the limitations of the study and suggestions for further research.
Download or read book The Literacy Gaps written by Ivannia Soto-Hinman and published by Corwin Press. This book was released on 2009-08-11 with total page 273 pages. Available in PDF, EPUB and Kindle. Book excerpt: "The book makes a contribution to the education of English language learners. It provides practical instructional suggestions for teachers of both ELLs and SELs that are informed by a deep understanding of theories of second language and second dialect acquisition and the development of reading and writing proficiencies." —Guadalupe Valdés, Professor of Education Stanford University "The concepts of gaps and bridges are clearly articulated up front and provide a well-structured theme that unites the various parts of the text. The use of this structure provides a logical and coherent mechanism for providing a complete picture of the problem—the literacy gap between ELs and native speakers—and a means for addressing this problem." —Kristina Anstrom, Senior Research Scientist The George Washington University Center for Equity and Excellence in Education Build bridges of support so English language learners can learn alongside their peers! English language learners (ELLs) and standard English learners (SELs) face multiple gaps as they strive to achieve, so educators need to take a holistic, comprehensive approach to bridge those gaps and meet the needs of ELLs and SELs in the classroom. Based on an original, well-researched framework, this much-needed resource provides practical strategies for supporting learning and success for ELLs. The authors provide strategies, examples, and classroom tools to address: The gap between students and texts: covering word recognition, background knowledge, comprehension, and academic language development The gap between students and teachers: including socio-cultural differences between teachers and students, and teacher perceptions and expectations The gap between students and their peers: discussing language proficiency differences, grouping strategies, and grade-level and schoolwide programs The Literacy Gaps helps educators give ELLs the skills they need to close the most important gap of all: the achievement gap.
Download or read book Teaching Reading to English Language Learners written by Kristin Lems and published by Guilford Press. This book was released on 2009-11-20 with total page 273 pages. Available in PDF, EPUB and Kindle. Book excerpt: Written specifically for K–12 educators, this accessible book explains the processes involved in second-language acquisition and provides a wealth of practical strategies for helping English language learners (ELLs) succeed at reading. The authors integrate knowledge from two fields that often remain disconnected—linguistics and literacy—with a focus on what works in the classroom. Teachers learn effective practices for supporting students as they build core competencies not just for reading in English, but also for listening, speaking, and writing. Engaging vignettes and examples illustrate ways to promote ELLs’ communicative skills across the content areas and in formal and informal settings.
Download or read book Why Do English Language Learners Struggle With Reading written by Janette K. Klingner and published by Corwin. This book was released on 2008-03-27 with total page 160 pages. Available in PDF, EPUB and Kindle. Book excerpt: This book provides research-proven methods for distinguishing between language learning difficulties and learning disabilities among English Language Learners. Helping educators meet NCLB requirements for Adequate Yearly Progress (AYP), this how-to resource discusses changes to the reauthorization of the IDEA 2004 and provides guidelines for applying: Assessment techniques to identify learning disabilities and measure proficiency in English as a Second Language Response to Intervention (RTI) in instruction Prereferral intervention with English Language Learners to reduce inappropriate referrals to special education
