Download or read book The Effect of a Comprehensive English Language Literacy Intervention in Bilingual Classrooms on the Development of English Reading Fluency for English Language Learners Grades 2 3 written by Elizabeth Pauline Trevino and published by . This book was released on 2013 with total page 153 pages. Available in PDF, EPUB and Kindle. Book excerpt: English-language learners (ELLs) demonstrate lower levels of English reading proficiency than do native English-speaking students. Oral reading fluency (ORF), the number of words read correctly in 1 min, is one indicator of reading proficiency. Within second language (L2) reading research, there have been few studies of L2 ORF development. The purposes of this study were to: (a) model the trajectory (i.e., initial status and growth) of English ORF in Grades 2 and 3 for Spanish-speaking ELLs in bilingual education programs, and (b) determine the effect of a 4-year structured intervention in English language and reading on L2 ORF development. Data were archived from Project ELLA, a longitudinal, randomized study documenting ELLs' acquisition of English language and reading from kindergarten through third grade. Data included 1,470 observations of English ORF from 283 ELLs at 17 schools. Schools were randomly assigned to the intervention (n=8) or control (n=9) condition. In intervention schools, a one-way dual language program and a comprehensive ESL intervention were implemented. The intervention emphasized L2 oral language development in kindergarten and first grades, basic L2 reading skills in second grade, and content-area reading skills in third grade. In the control schools, the district's typical transitional bilingual education program and ESL curricula were implemented. L2 ORF was measured using DIBELS ORF on six occasions. Piecewise multilevel growth models were used for data analysis. In Grades 2 and 3, ELLs followed a two-stage linear growth trajectory in English ORF, with a large decrease in level between grades. Slope parameters were positive in both grades but decreased slightly in third grade. Participating in Project ELLA added 1.52 wcpm per month to students? ORF scores in Grade 2. Both intervention and control groups improved at the same rate in Grade 3; however, intervention students maintained the higher level of ORF that was attained during second grade. Therefore, the ELLA intervention accelerated L2 ORF growth in second grade, such that intervention students read with greater fluency compared to control students throughout second and third grades. The electronic version of this dissertation is accessible from http://hdl.handle.net/1969.1/148134
Download or read book Intersections of Diversity Literacy and Learner Difficulties written by Theresa Abodeeb-Gentile and published by Springer Nature. This book was released on 2022-08-22 with total page 234 pages. Available in PDF, EPUB and Kindle. Book excerpt: This book invites readers to challenge, corroborate, and add to the discourse on more inclusive pedagogical practice. Presenting theoretically and empirically informed research, it highlights potential considerations regarding the intersections of diversity, literacy, and learner difficulties. These three areas provide a stage where opposing paradigms often pose challenges for educators and create unnecessary barriers to providing the best education for all learners. These barriers might reveal how students are positioned through a deficit lens rather than one that recognizes individual differences and how these learner differences sometimes result in labels or put students at increased risk of encountering difficulties. The contributing authors’ goals are to start and sustain a conversation that examines these perspectives and to offer counter-narratives to the deficit lens by recognizing that individual difference does not need to be a barrier to educational access. By examining opportunities for more inclusive educational success, this book encourages discourse among key stakeholders; further, it goes beyond problematizing to offer new avenues for optimal learning and inclusive pedagogy across multiple contexts.
Download or read book The Big Book of Tasks for English Language Development Grades K 8 written by Nancy Akhavan and published by Corwin Press. This book was released on 2024-03-26 with total page 249 pages. Available in PDF, EPUB and Kindle. Book excerpt: Ready-to-go English Language Development tasks that focus on students "doing the doing" of talking, reading, listening, and responding. In recent years, the percentage of English Language Learners (ELLs) has increased in almost every state, so most teachers are faced with the challenge of teaching literacy to students acquiring English alongside English-speaking students. However, in many integrated learning situations, English Language Development (ELD) instruction is strikingly different than the teaching we provide students whose first language is English. The Big Book of Tasks for English Language Development helps teachers meet that challenge head-on! Bestselling author and esteemed education consultant Nancy Akhavan shows that teaching multilingual learners requires changing our instruction to focus on practices that have high impact for students as they acquire language. Yet it’s not about doing more— it’s about doing smarter. It’s about having high expectations for all students and providing scaffolds to support students at all levels of English language proficiency as they learn and grow more confident. All the ready-to-go activities in the book Center on active tasks where students do the thinking, talking, reading, and writing, with appropriate support Activate the domains of language — listening, speaking, reading, and writing — and recognize that these do not develop at the same rate Honor the continuum of language development and build on what students can do Provide teaching tools such as learning targets, suggestions for when to use a task, basic instructions and "teacher talk" for launching a task, and "Watch Fors and Work-Arounds" Focus on the linguistic assets multilingual learners bring to the classroom and provide opportunities to help them collaborate with peers With Nancy Akhavan’s signature straightforward, teacher-friendly style, this book offers an uplifting reminder that with the right teaching strategies, educators can support multilingual learners to achieve their full potential and thrive in their learning journeys.
Download or read book Examining the Impact of Supplemental Direct Instruction Delivered by Bilingual Paraprofessionals to English Language Learners Struggling to Read in English written by Cindy Lynn Guerrero and published by . This book was released on 2015 with total page pages. Available in PDF, EPUB and Kindle. Book excerpt: English language learners, one of the fastest growing groups of students in public schools, continue to score lower in reading achievement when compared to non-English language learners. Struggling readers who do not receive early intervention are at-risk for reading failure and often continue to struggle with reading and academics. This small-n, quasi-experimental, longitudinal study (n=20) explored the differences in English reading between two closely matched groups of elementary Spanish-speaking ELLS, identified as struggling English readers, representing both structured English immersion and transitional bilingual programs. Treatment students received two years of supplemental English direct reading instruction provided by highly-trained bilingual paraprofessionals during Grades 2 and 3. Control students received standard district-based ESL instruction. This study derived from a randomized, longitudinal, federally funded research project (Project ELLA, #R305P030032) targeting native Spanish-speaking ELLs from low-SES backgrounds in a large urban school district in Southeast Texas. Scores for English oral reading fluency and broad reading ability were used to compare growth over time and to compare students across conditions using descriptive statistics and repeated measures mixed analysis of variance (ANOVA). Students demonstrated statistically significant gains over time in both English oral reading and English road reading ability. However, there were no significant differences in oral reading fluency or broad reading ability between conditions at the end of Grade 3. Additional exploratory analyses further examined bilingual program within the treatment group. Treatment students demonstrated similar growth in English oral reading fluency, across both bilingual programs. In English broad reading ability, transitional bilingual treatment students outperformed structured English immersion treatment students. The findings of this study expand the work of previous researchers in the area of supplemental direct English reading instruction of Grade 1 Spanish-speaking ELLs. The study adds to research that has not yet reported longitudinal L2 oral reading fluency and L2 broad reading findings for ELLs in Grades 2 and 3 who are struggling to learn to read in English. This study also contributes to limited studies investigating the effectiveness of bilingual paraprofessionals as tutors. The electronic version of this dissertation is accessible from http://hdl.handle.net/1969.1/155659
Download or read book Developing Reading and Writing in Second language Learners written by Diane August and published by Taylor & Francis. This book was released on 2008 with total page 336 pages. Available in PDF, EPUB and Kindle. Book excerpt: Reporting the findings of the National Literacy Panel on Language-Minority Children and Youth, this book concisely summarises what is known from empirical research about the development of literacy in language-minority children and youth, including development, environment, instruction, and assessment.
Download or read book The Effects of Reading Intervention on ELL Students written by Anna Luberda and published by . This book was released on 2017 with total page 50 pages. Available in PDF, EPUB and Kindle. Book excerpt: The needs of English Language Learners are often overlooked in a mainstream classroom. Because of this, ELL students could benefit from small group literacy intervention. This study will propose that ELL students will ultimately benefit from small group and one-on-one interventions with a targeted literacy approach. Although there are many factors that might limit the study, the results will most likely show that when an ELL student receives literacy intervention, their English language acquisition will improve.
Download or read book The Impact of Bilingual Verbal Ability on the English Reading Growth of English Language Learners written by Graciela F. Reyes-McDonald and published by . This book was released on 2012 with total page pages. Available in PDF, EPUB and Kindle. Book excerpt: The developmental interdependence hypothesis proposes that a higher level of proficiency in the first language is more likely to contribute to the acquisition of a second language and that threshold levels of language proficiency in both the first and second language must be attained to allow for beneficial effects for cognitive and academic functioning. The theory proposes that to have a full account of the lexical knowledge of English language learners (ELLs), measurement must address both languages. The current study tested the assumptions of the developmental interdependence hypothesis. The Woodcock-Johnson III Tests of Cognitive Abilities and the Diagnostic Supplement was used to measure Bilingual Verbal Ability. To investigate the effects of instruction on language ability, the study controlled for length of program enrollment for a group of second graders and compared the Bilingual and English verbal ability of 34 ELLs who consistently received instruction in English in an English as a Second Language (ESL) program with that of 19 ELLs who had consistently received instruction in both English and Spanish in a dual language setting. It was hypothesized that the students receiving consistent dual language instruction would demonstrate increased Bilingual and English verbal ability. Reading curriculum-based measurement (R-CBM) was used to measure the English oral reading fluency growth of 77 ELL second grade students. R-CBM data was analyzed utilizing hierarchical linear modeling (HLM) in order to determine the within-year English oral reading fluency trajectories of the students. Bilingual verbal ability was hypothesized to positively influence the beginning-of-year oral reading fluency level and the rate of growth for English oral reading fluency of individual students. Results indicated that students' verbal ability was not significantly different based on the type of bilingual program instruction they had received and that Bilingual verbal ability significantly and positively predicted Fall English oral reading fluency, but not growth rate, for a group of second grade ELLs. It was concluded that there was a relationship between Bilingual verbal ability and English oral reading fluency; however, the results of multilevel analysis indicated that there remained much unexplained variance in the model.
Download or read book Teaching Reading to English Learners Grades 6 12 written by Margarita Espino Calderon and published by Corwin Press. This book was released on 2018-03-09 with total page 202 pages. Available in PDF, EPUB and Kindle. Book excerpt: This book provides assistance to teachers who struggle with the question of how to appropriately present complex subject matter to students who are just learning to speak English.
Download or read book Promoting Fluency in English Language Learners The Effects of a Small Group and a One On One Reading Intervention written by and published by . This book was released on 2004 with total page pages. Available in PDF, EPUB and Kindle. Book excerpt: Currently, Hispanic students score significantly lower than White, non-Hispanic students in reading throughout their elementary school years. Although several evidence-based fluency techniques exist for students who speak English as a first language (e.g., Repeated Reading, Listening Passage Preview, and Phrase Drill) research has insufficiently evaluated their effects with English language learners. This study used an alternating treatments design to examine the differential effects of a one-on-one (1/1) and small group (SG) reading fluency intervention, implemented with Spanish-speaking, English language learners. Each intervention condition was also compared to a no-treatment control condition (NTC). Studentsââ'¬â"¢ words read correct per minute (WCPM) served as the primary dependent measure, though standardized reading assessments and an experimenter-developed vocabulary assessment were also administered to measure student reading progress. WCPM scores were evaluated with visual analysis, standard-error of measurement (SEM) analysis, and randomization test analysis. Compared to the NTC, all students made significant WCPM gains as a result of receiving the 1/1 condition, whereas only two students significantly outperformed the NTC as a result of the SG condition. Standardized test gains and vocabulary gains were variable across students and conditions. Overall, the study offers preliminary evidence supporting two fluency-based reading interventions for Spanish-speaking, English language learners, each of which appear differentially useful depending on the time and resources available within a particular school setting.
Download or read book The Effects of Paired Bilingual and English Only Intervention with Struggling Spanish Speaking English Language Learners on Generalized Reading Performance written by Justine J. Celoni and published by . This book was released on 2017 with total page 0 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book The Effect of the Learning Language and Literacy Framework on English Language Learners written by Camaiya Hylick and published by . This book was released on 2020 with total page 210 pages. Available in PDF, EPUB and Kindle. Book excerpt: English language learners (ELL) present with a unique set of instructional needs. Research-based instructional practices should be implemented during core instruction to meet these emergent needs. This study aimed to examine the effects of the Learning, Language, and Literacy (3Ls) strategies on English Language Learners’ reading achievement and proficiency. The researcher analyzed student reading data to explore relationships between student performance and the 3Ls strategies. Additionally, the researcher analyzed the differences between the treatment and comparison groups. The researcher found some significance in the data. The qualitative data provided rich feedback regarding the implementation of the intervention. These findings may provide direction when designing reading instructions for English learners.
Download or read book The Effects of a Small group Direct Instruction Intervention on the Reading Achievement of English Language Learners written by Laurie Ottehenning and published by . This book was released on 2015 with total page 62 pages. Available in PDF, EPUB and Kindle. Book excerpt: This study analyzes the effects of a Tier 2, small group intervention developed by the Exemplary Center for Reading Instruction (ECRI) that employs direct instruction strategies (including scripted sequenced lessons, teacher modeling, and repeated practice). The reading achievement of 15 English language learners (ELLs) in the ECRI intervention was compared to the reading achievement of 12 ELLs in a computer-based reading intervention. The reading achievement of 27 ELLs was also compared to the reading achievement of 48 non-ELLs in the interventions. Repeated measures ANOVAs and independent t-tests analyzed the results of the Kaufman Test of Educational Achievement-II Brief, pre- and post-tests. ELLs in grades 1-3 improved from pre- to post-test in the ECRI condition. In grades 1-3, both ELLs and non-ELLs in the ECRI condition significantly improved. ELLs in both conditions significantly improved in grades 4-6. In grades 4-6, there was a significant difference between ELLs and non-ELLs in the ECRI condition at pre-test but the difference was no longer significant at post-test. Implications and limitations of the findings are explored.
Download or read book Educating English Language Learners written by Fred Genesee and published by Cambridge University Press. This book was released on 2006-01-16 with total page 10 pages. Available in PDF, EPUB and Kindle. Book excerpt: The book provides a review of scientific research on the learning outcomes of students with limited or no proficiency in English in U.S. schools. Research on students in kindergarten to grade 12 is reviewed. The primary chapters of the book focus on these students' acquisition of oral language skills in English, their development of literacy (reading & writing) skills in English, instructional issues in teaching literacy, and achievement in academic domains (i.e., mathematics, science, and reading). The reviews and analyses of the research are relatively technical with a focus on research quality, design characteristics, and statistical analyses. The book provides a set of summary tables that give details about each study, including full references, characteristics of the students in the research, assessment tools and procedures, and results. A concluding chapter summarizes the major issues discussed and makes recommendations about particular areas that need further research.
Download or read book Literacy Development with English Learners written by Lori Helman and published by Guilford Publications. This book was released on 2016-07-11 with total page 369 pages. Available in PDF, EPUB and Kindle. Book excerpt: As the number of students learning English in elementary schools across the country continues to grow, so does the body of research on their literacy development. This respected course text and teacher resource synthesizes cutting-edge scholarship on how to teach English learners (ELs) at all levels of English proficiency. Accessible chapters on key components of reading and writing combine theoretical issues with practical suggestions for the classroom. Case studies, vignettes, and samples of student work illustrate both the challenges facing emergent bilingual students and the types of high-quality instruction that can help them succeed. New to This Edition *Incorporates the latest research and key current topics, such as bilingual assessment. *Chapter on vocabulary instruction across the elementary grades. *Chapter on collaborative teaching and how to structure it. *Covers implementation of the Common Core State Standards with ELs.
Download or read book Interventions for English Language Learners written by Erin Marie Egan and published by . This book was released on 2014 with total page 100 pages. Available in PDF, EPUB and Kindle. Book excerpt: English Language Learners (ELLs) in the United States have been plagued by low reading achievement, high dropout rates, and overrepresentation in special education. One researched-based reading intervention, Reading Recovery®, has a large body of research supporting its effectiveness for native speakers as well as a few studies demonstrating its effectiveness for ELLs. However, there is limited research comparing the rates of progress of native English speakers with those of ELLs as well as exploring if there is a difference in outcomes between students at different English language proficiency levels. The research questions that guided this investigation are: 1) How do the reading achievement outcomes of English Language Learners receiving the intervention Reading Recovery® compare to the outcomes of native English speakers receiving the same intervention in grade one of a large diverse urban school district? 2) What is the relationship between the reading achievement outcomes and proficiency levels of English Language Learners as determined by the Reading Recovery language proficiency intake assessment? This study employed a quantitative methodology to compare the reading achievement outcomes of students receiving the intervention Reading Recovery® in a large, urban district from 2004-2013. The analysis in this study suggests that Reading Recovery was actually "more" effective for ELLs. Based on the results of this research study, it is recommended that access be expanded and that all low reading performing ELLs that meet the selection criteria, regardless of English proficiency, be considered for Reading Recovery®.
Download or read book Literacy Assessment and Intervention for Classroom Teachers written by Beverly DeVries and published by Routledge. This book was released on 2017-07-05 with total page 1213 pages. Available in PDF, EPUB and Kindle. Book excerpt: The fourth edition of this comprehensive resource helps future and practicing teachers recognize and assess literacy problems, while providing practical, effective intervention strategies to help every student succeed. The author thoroughly explores the major components of literacy, providing an overview of pertinent research, suggested methods and tools for diagnosis and assessment, intervention strategies and activities, and technology applications to increase students' skills. Discussions throughout focus on the needs of English learners, offering appropriate instructional strategies and tailored teaching ideas to help both teachers and their students. Several valuable appendices include assessment tools, instructions and visuals for creating and implementing the book's more than 150 instructional strategies and activities, and other resources.
Download or read book Effects of a Supplemental Reading Intervention Package on the Reading Skills of English Speakers and English Language Learners in Three Urban Elementary Schools A Follow up Investigation written by Lefki Kourea and published by . This book was released on 2007 with total page 327 pages. Available in PDF, EPUB and Kindle. Book excerpt: This study investigated the effectiveness of a supplemental early reading intervention package on the segmentation, blending and oral reading fluency skills of 23 urban first-grade students, including English Language Learners (ELLs), who continued to be at reading risk after receiving intensive phonological awareness training the previous year in kindergarten (i.e., ERI-Treatment Group). Additionally, the study examined the growth rates of 15 first-grade students, who reached benchmark status at the end of the previous year's kindergarten intervention (i.e., ERI-Comparison Group), as well as the growth rates of 23 first-grade comparison students, identified the previous year in kindergarten with few or no markers of reading risk (i.e., Comparison Group). Six instructional assistants received a six-hour training package to deliver the intervention to the ERI-Treatment Group across three urban high poverty schools. Pre- and posttest standardized measures (WJ-III; CTOPP) and tri-weekly progress monitoring data were collected to evaluate student progress. Supplemental intervention was delivered 4--5 times per week for 20 to 30 minutes each session over a period of 57 to 88 sessions. Treatment integrity checks were collected frequently during random school visits. Measures of social validity were collected to evaluate direct consumers' satisfaction about the goals, procedures and outcomes of the treatment. Data were analyzed with regression models, contrasts, and repeated measures mixed-effects modeling. Results showed that the ERI-Treatment group made substantial gains in phonological awareness and alphabetic understanding skills. Fewer gains were found in oral reading fluency and comprehension, especially for ELLs. The ERI-Comparison Group not only maintained treatment gains from the previous year's intervention, but also performed comparably to the levels of their initially higher performing peers (Comparison Group). These findings highlight the importance of intensive phonological awareness training and its potentially lasting effects to reduce the reading risk of extremely vulnerable students. They also underscore the need to provide ongoing intensive support, depending on students' responsiveness to intervention.
