Reading Strategies Used With English Language Learners with

Reading Strategies Used With English Language Learners with Learning Disabilities Libbey Horton and Jennifer Buxton George Mason University

Background Literature • ELLs represent 400 different language groups, and Spanish speakers make up 75% of the ELL population (Kindler, 2002). • In recent years, the ELL population has increased 70% to 5. 5 million students in American schools (Calhoon et al. , 2007). • 60% of Spanish speaking fourth graders have significant decoding deficits and do not have basic reading skills (Calhoon et al. , 2007).

Background Literature • According to national data, 76% of third-grade ELLs were performing below grade level in English reading (Zehler, Fleischman, Hopstock, Stephenson, et al. , 2003). • Approximately 40% to 50% of Latinos between the ages of 15 and 17 are enrolled in below grade level classes (Heubert &Hauser, 1999). • 80% of ELLs are Spanish speakers. Spanish speaking ELLs are twice as likely as English speakers to read below grade level (Calhoon et al. , 2007).

Background Literature • Fitzgerald’s research (1995) reported that ELLs could be effectively instructed using the same interventions that are used with monolingual students. • Although much is known about reading interventions that target monolingual speakers, less is known about teaching ELLs who struggle with reading (Linan -Thompson, Vaughn, Hickman-Davis, & Kouzekanani, 2003).

The Power of Assessments • Assessments should drive instruction. ELLs with LD are often reading significantly below grade level. Targeted interventions are key. • Some Possible Assessments to use: • • Curriculum Based Assessments DIBELS Woodcock Reading Mastery Comprehension Test of Phonological Processing-Spanish Qualitative Reading Inventory Developmental Reading Assessment Diagnostic Spelling Assessment

Small Group Direct Instruction • Small group direct instruction has been used effectively in many studies (Kamps et al. , 2007; Santoro et al. , 2006; Cirino et al. 2009) • One-to-one instruction or one-to-three instruction is most effective (Wanzek and Vaughn, 2008). • A variety of interventions can be used to effectively remediate students in small groups. • Ex: Ladders to Literacy, Read Well, word study, etc…

Supplemental Reading Instruction • Many effective research interventions involve supplemental reading instruction in addition to the reading instruction provided in the classroom (Santoro et al. , 2006; Kamps et al. , 2007; Cirino et al. 2009). • Students with LD and students at-risk for reading disabilities typically require additional reading instruction in order to make sufficient gains. • Approximately 2 -6% of students are low responders (Wanzek and Vaughn, 2008), and such students require interventions that target specific areas of need.

Decoding Instruction • ELLs with LD are often illiterate in their native language as well as English. • Decoding skills impact reading comprehension gains. • Decoding interventions can be successful when used with elementary ELLs with LD (Kamps et al. , 2007; Santoro et al. , 2006; Cirino et al. 2009). • Decoding interventions have smaller effects when used with older struggling readers, but word study interventions are still appropriate (Scammacca et al. , 2007). • Low responders and older struggling readers may require more intensive interventions that are targeted to the students needs and longer in duration (Edmonds et al. , 2009).

Vocabulary Instruction • Reading helps students build a robust vocabulary, and struggling readers often read less than their peers (Klingner, Vaughn, & Boardman, 2007). • Schools can implement school wide vocabulary interventions to enhance the learning of all students (Scammacca et al. , 2007). • Students can be taught roots and affixes in varying content areas to build vocabulary. • Students need to learn approximately 2, 000 to 4, 000 new words per year to keep up with their general education peers (Klingner et al. , 2007). • Students need to have about 12 encounters with a word before they own it (Klinger et al. , 2007).

Comprehension Instruction • According to Scammacca et al. (2007), reading comprehension gains are small for older struggling readers. Clear goals need to be set when instructing older students in comprehension strategies. • Students need to be taught before, during, and after comprehension strategies to improve their thinking and meta-cognition while reading (Klinger et al. , 2007). • • Making predictions Making inferences Drawing conclusions Visualizing Paraphrasing Summarizing Formulating questions

Fluency Instruction • Slow reading is a problem: • Prevents students from keeping up in class • Inhibits comprehension (Klingner et al. , 2007). • Students in middle school should read between 100 and 150 words per minute (Hasbrouck & Tindal, 1992). • Fluency Strategies: • Re-reading difficult passages • Reading passages multiple times with peers • Listening to books or passages on tape/CD • Commercial Fluency Strategies: • Read Naturally • Quick Reads

Some Interventions with Positive Effects • Small Group Direct Instruction • Lectura Proactiva (Spanish version of Proactive Reading) • Supplemental Reading Instruction • Peer Assisted Learning (PALS) • Read Well • Read Naturally • Strategy Instruction • Ladders to Literacy • The Early Reading Intervention Curriculum • Proactive Reading • Great Leaps • Quick Reads

High-Interest Texts • Struggling readers often have difficulty finding high interest books at their reading level. • Publishers with high-interest low-level text: • Saddleback Educational Publishing • High Noon Books • Stone Arch Books • Capstone Press • Scholastic (System 44, Read 180, Sprint) • Artesian Press • Don Johnston (Start-to-finish, Thinking Reader)

References Calhoon, M. , Al Otaiba, S. , Cihak, D. , King, A. , & Avalos, A. (2007). Effects of a peer-mediated program on reading skill acquisition for two-way bilingual first-grade classrooms. Learning Disability Quarterly, 30(3), 169 -184. Cirino, P. , Vaughn, S. , Linan-Thompson, S. , Cardenas-Hagan, E. , Fletcher, J. , & Francis, D. (2009). One-year follow-up outcomes of Spanish and English interventions for English language learners at risk for reading problems. American Educational Research Journal, 46(3), 744 -781. Edmonds, M. S. , Vaughn, S. , Wexler, J. , Reutebuch, C. , Cable, A. , Tackett, K. , & Schnakenberg, J. (2009). A synthesis of reading interventions and effects on reading comprehension outcomes for older struggling readers. Review of Educational Research, 79(1), 262 -300. Fitzgerald, J. (1995). English-as-a-second-language learners’ cognitive reading processes: A review of research in the United States. Review of Educational Research, 65, 145 -190. Hasbrouck, J. E. , & Tindal, G. (1992). Curriculum-based oral reading fluency norms for students in grades 2 through 5. Teaching Exceptional Children, 24(3), 41 -44. Huebert, J. P. , & Hauser, R. M. (Eds. ). (1999). High stakes: Testing for tracking, promotion, and graduation. Washington, DC: National Academy Press. Kamps, D. , Abbott, M. , Greenwood, C. , Arreaga-Mayer, C. , Wills, H. , Longstaff, J. , et al. (2007). Use of evidence-based, small-group reading instruction for English language learners in elementary grades: Secondary-tier intervention. Learning Disability Quarterly, 30(3), 153 -168. Kindler, A. L. (2002). Survey of the states’ limited English proficient students and available educational programs and services. 20012002 summary report. Washington, DC: National Clearinghouse for English Language Acquisition and Language Instruction Educational Programs.

References Klingner, J. K. , Vaughn, S. , & Boardman, A. (2007). Teaching reading comprehension to students with learning difficulties. New York: The Guilford Press. Linan-Thompson, S. , Vaughn, S. , Hickman-Davis, P. , & Kouzekanani, K. (2003). Effectiveness of supplemental reading instruction for second-grade English language learners with reading difficulties. The Elementary School Journal, 103(3), 221 -234. Santoro, L. , Jitendra, A. , Starosta, K. , & Sacks, G. (2006). Reading well with "Read Well": Enhancing the reading performance of English language learners. Remedial and Special Education, 27(2), 105 -115. Sammacca, N. , Roberts, G. , Vaughn, S. , Edmonds, M. , Wexler, J. , Reutebuch, C. K. , & Torgesen, J. (2007). Reading interventions for adolescent struggling readers: A meta-analysis with implications for practice. Portsmouth, NH: RMC Research Corporation, Center on Instruction. Vaughn, S. , Cirino, P. , Linan-Thompson, S. , Mathes, P. , Carlson, C. , Hagan, E. , et al. (2006). Effectiveness of a Spanish intervention and an English intervention for English-language learners at risk for reading problems. American Educational Research Journal, 43(3), 449 -479. Wanzek, J. , & Vaughn, S. (2008). Response to Varying Amounts of Time in Reading Intervention for Students with Low Response to Intervention. Journal of Learning Disabilities, 41(2), 126 -142. Zehler, A. M. , Fleischman, H. F. , Hopstock, P. J. , Stephenson, T. G. , Pendzick, M. L. , & Sapru, S. (2003). Descriptive study of services to LEP students and LEP students with disabilities. Volume 1: Research Report. Arlington, VA: Development Associates.