Effective Language and Reading Interventions for English Language

Effective Language and Reading Interventions for English Language Learners

The Center on Instruction is operated by RMC Research Corporation in partnership with the Florida Center for Reading Research at Florida State University; Horizon Research, Inc. ; RG Research Group; the Texas Institute for Measurement, Evaluation, and Statistics at the University of Houston; and the Vaughn Gross Center for Reading and Language Arts at the University of Texas at Austin. The contents of this Power. Point were developed under cooperative agreement S 283 B 050034 with the U. S. Department of Education. However, these contents do not necessarily represent the policy of the Department of Education, and you should not assume endorsement by the Federal Government. 2008 The Center on Instruction requests that no changes be made to the content or appearance of this product. To download a copy of this document, visit www. centeroninstruction. org

Assessment

The role of assessment in ELLs’ education q Assessment of language and achievement results drive: n n classification and identification of ELLs; and educational placements and support services q Potential downsides based on assessments decisions: n Language minority learners may be misclassified as initially fluent English proficient (I-FEP) upon school entry, but he/she may lack the academic English needed for success in mainstream classrooms n Entry/exit criteria for ELL support focuses on reading, writing, listening, and speaking skills; not in academic skills or language related to content areas

Towards effective identification of ELLs with language and/or learning disabilities q Sources of academic challenges in ELLs: n Deficiencies in daily learning environment v n Lack of differentiated instruction v n Lack of high quality instruction Instruction not addressing ELL needs Presence of disability v Disability issues not addressed (Wilkinson, Ortiz, Robertson, & Kushner, 2006) q Decisions about support and programming must be based on data consistent across multiple sources of information n LEP tests are used for purposes beyond intended

Early identification of ELLs at-risk for reading difficulties q Many ELLs overlooked for early reading intervention due to their LEP q Measures of phonological processing ability are more strongly related to word reading ability than measures of oral language proficiency q ELLs in the primary grades struggling with early reading skills may benefit more from interventions for reading than from ESL q Early literacy screening batteries focus on print awareness, phonological awareness, and letter-word identification q Often lack a measure of vocabulary or oral language proficiency q Learners with low vocabulary knowledge must receive explicit instruction, especially in academic vocabulary

Language skills in ELLs q Language is a matter of concern when we discuss instruction and intervention for ELLs due to its relationship to reading q Research leads to two conclusions regarding language skills in bilingual and monolingual children Both groups have similar language skills n Language skills in bilingual children are distributed across both languages n (Goldstein, 2006)

Language disability in ELLs q Disabilities in ELLs: High incidence categories Learning disabilities with reading difficulties (56%) n Speech/language impairment (24%) n Mental retardation (8%) n Emotional disturbance (2%) n (U. S. Department of Education, 2003) q Acquiring a second or third language does not cause or exacerbate a language disorder; however, it makes the identification process more complicated n Poor understanding of language acquisition and language disorders in ELLs

Language disability in ELLs q Themes in research that have clinical implications n n n Complete comprehensive assessment in both languages Consider the interaction between sociolinguistic variables and child’s language skills Consider providing intervention in both languages (Goldstein, 2006)

The role of native language assessment q Is the child struggling with the same reading-related skill in English and in the native language? q A comprehensive assessment in both languages provides a complete picture of abilities on each language q The majority of ELLs in U. S. classrooms today do not receive native language instruction or support n assessment should depend on the child’s instructional opportunities

Professional Development

Professional Development q ELLs likely to miss appropriate instruction due to teachers’ lack of understanding of their unique needs 12. 5% of teachers who taught ELLs had received 8 or more hours of professional development (NCES, 2007) n Fewer than 15 Special Education teacher programs include courses in bilingual special education n

High Quality Teacher Preparation q Programs must provide theoretical knowledge and pedagogical methods on: n n n n n Diversity within the ELL population Direct instruction and modeling strategies How to connect reading opportunities to daily living activities How to increase opportunities for reading, writing, and speaking across content areas Effective use of visuals and manipulatives Ways to encourage language use How to provide feedback and scaffolding How to use research-based effective instructional strategies How to guide students to make connections between native language and English How to administer and interpret the results of classroom-based assessment to inform instruction

Building Capacity to Effectively Teach ELLs q Projects n Title III – National Professional Development Project v To improve classroom instruction and assist personnel to achieve standards for certification and licensure n Expediting Comprehension for English Language Learners (Ex. C-ELL) project v Professional development model for middle and high school teachers of English, Science, Math, and Social Studies § Integrates subject matter content, language, reading, and writing skills through the use of direct, explicit instruction

References q Goldstein, B. A. (2006). Clinical implications of research on language development and disorders in bilingual children. Top Language Disorders, 26(4), pp. 305 -321. q National Center for Education Statistics (2007). National Assessment of Educational Progress/Nation’s Report Card. Washington, D. C. : Institute of Education Sciences, U. S. Department of Education. Retrieved 1/25/2008 from http: //nces. ed. gov/nationsreportcard/nde/viewresults. asp q U. S. Department of Education (2003). National symposium on learning disabilities in English language learners. Symposium Summary. Washington, DC. q Wilkinson, C. , Ortiz, A. , Robertson, P. , and Kushner, M. (2006). English Language Learners With Reading-Related LD: Linking Data From Multiple Sources to Make Eligibility Determinations. Journal of Learning Disabilities. 39(2), 129 -142.