Effective Language and Effective Language and Reading Interventions for Reading Interventions for

English Language Learners English Language Learners

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in partnership with the Florida Center for Reading Research at Florida Statein partnership with the Florida Center for Reading Research at Florida StateUniversity; Horizon Research, Inc.; RG Research Group; the Texas Institute for Measurement,University; Horizon Research, Inc.; RG Research Group; the Texas Institute for Measurement,

Evaluation, and Statistics at the University of Houston; and the VaughnEvaluation, and Statistics at the University of Houston; and the VaughnGross Center for Reading and Language Arts at the University of Texas at Austin.Gross Center for Reading and Language Arts at the University of Texas at Austin.

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Assessment Assessment

Assessment of language and achievement results drive: classification and identification of ELLs; and educational placements and support services

Potential downsides based on assessments decisions: 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

Entry/exit criteria for ELL support focuses on reading, writing, listening, and speaking skills; not in academic skills or language related to content areas

The role of assessment in ELLs’ educationThe role of assessment in ELLs’ education

Towards effective identification of ELLs Towards effective identification of ELLs with language and/or learning disabilitieswith language and/or learning disabilities Sources of academic challenges in ELLs:

Deficiencies in daily learning environment Lack of high quality instruction

Lack of differentiated instruction Instruction not addressing ELL needs

Presence of disability Disability issues not addressed

(Wilkinson, Ortiz, Robertson, & Kushner, 2006)

Decisions about support and programming must be based on data consistent across multiple sources of information LEP tests are used for purposes beyond intended

Early identification of ELLs at-risk for Early identification of ELLs at-risk for reading difficultiesreading difficulties

Many ELLs overlooked for early reading intervention due to their LEP

Measures of phonological processing ability are more strongly related to word reading ability than measures of oral language proficiency

ELLs in the primary grades struggling with early reading skills may benefit more from interventions for reading than from ESL

Early literacy screening batteries focus on print awareness, phonological awareness, and letter-word identification Often lack a measure of vocabulary or oral language proficiency

Learners with low vocabulary knowledge must receive explicit instruction, especially in academic vocabulary

Language skills in ELLsLanguage skills in ELLs Language is a matter of concern when we discuss

instruction and intervention for ELLs due to its relationship to reading

Research leads to two conclusions regarding language skills in bilingual and monolingual children Both groups have similar language skills Language skills in bilingual children are distributed across

both languages(Goldstein, 2006)

Language disability in ELLsLanguage disability in ELLs Disabilities in ELLs: High incidence categories

Learning disabilities with reading difficulties (56%) Speech/language impairment (24%) Mental retardation (8%) Emotional disturbance (2%)

(U.S. Department of Education, 2003)

Acquiring a second or third language does not cause or exacerbate a language disorder; however, it makes the identification process more complicated Poor understanding of language acquisition and language

disorders in ELLs

Language disability in ELLsLanguage disability in ELLs Themes in research that have clinical implications

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 assessmentThe role of native language assessment Is the child struggling with the same reading-related skill in

English and in the native language?

A comprehensive assessment in both languages provides a complete picture of abilities on each language

The majority of ELLs in U.S. classrooms today do not receive native language instruction or support assessment should depend on the child’s instructional opportunities

ProfessionalProfessional

Development Development

Professional DevelopmentProfessional Development 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)

Fewer than 15 Special Education teacher programs include courses in bilingual special education

High Quality Teacher PreparationHigh Quality Teacher Preparation Programs must provide theoretical knowledge and pedagogical methods on:

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 Building Capacity to Effectively Teach ELLs ELLs

Projects Title III – National Professional Development Project

To improve classroom instruction and assist personnel to achieve standards for certification and licensure

Expediting Comprehension for English Language Learners (ExC-ELL) project 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

ReferencesReferences Goldstein, B. A. (2006). Clinical implications of research on language

development and disorders in bilingual children. Top Language Disorders, 26(4), pp. 305-321.

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

U.S. Department of Education (2003). National symposium on learning disabilities in English language learners. Symposium Summary. Washington, DC.

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.