Using Interactive Writing Instruction with Kindergarten and First-Grade English Language Learners

2012 ◽  
Vol 40 (3) ◽  
pp. 145-150 ◽  
Author(s):  
Cheri Williams ◽  
Paola Pilonieta
Keyword(s):  
English Language Learners ◽  
Writing Instruction ◽  
Language Learners ◽  
English Language ◽  
First Grade ◽  
Interactive Writing

Jen's Story

2019 ◽  
pp. 123-133
Author(s):  
Chiu-Yin Wong ◽  
Wendy A. Harriott
Keyword(s):  
English Language Learners ◽  
Language Learners ◽  
Gifted And Talented ◽  
English Language ◽  
First Grade ◽  
Case Study Method ◽  
Grade Teacher ◽  
Depth Interview ◽  
Talented Students

This chapter describes the experiences of a first grade teacher who was classified as gifted and talented during her school years. Currently, she teaches classes with a diverse group of students (e.g., English language learners, gifted and talented students). Adopting a qualitative case study method, the authors conducted an in-depth interview with the teacher and share her story related to how her giftedness affects and enhances her professional work as an educator. Further, this chapter illustrates the teacher's story related to her personal interactions and relationships. Finally, based on the literature, implications for other educators who are gifted and talented are discussed.

Determining English Language Learners' Response to Intervention: Questions and Some Answers

2007 ◽  
Vol 30 (3) ◽  
pp. 185-195 ◽  
Author(s):  
Sylvia Linan-Thompson ◽  
Paul T. Cirino ◽  
Sharon Vaughn
Keyword(s):  
At Risk ◽  
English Language Learners ◽  
Response To Intervention ◽  
Reading Instruction ◽  
Language Learners ◽  
Reading Fluency ◽  
English Language ◽  
First Grade ◽  
The Mean ◽  
Not At Risk

Using an extant database, we examined three grade 1 criteria for identifying response to intervention (RTI) in English language learners (ELLs): (a) set benchmark criteria with a standard score above 95 (37th %ile) on both decoding and comprehension measures and a raw score of 40 or more correct words per minute (CWPM) on oral reading fluency; (b) discrepancy benchmark criteria, with performance on these measures at or above the mean of not-at-risk peers; and (c) discrepancy slope criteria, with growth during grade 1 on these measures at or above the mean of not-at-risk peers. The sample consisted of 81 students (41 intervention, 40 comparison) who were bilingual (Spanish/English) and were part of a supplemental reading instruction study during first grade. The three grade 1 criteria were evaluated in relation to a set benchmark criteria in grade 2. Results indicated that approximately 80% of the students did not meet any criteria in either year, but that the discrepancy slope criteria in grade 1 were most predictive of set benchmark criteria in grade 2. Recognizing that we applied highly stringent criteria, implications and issues are presented related to using RTI with ELLs to facilitate decision making about further intervention and referral for special education.

Long-Term Follow-Up of Spanish and English Interventions for First-Grade English Language Learners at Risk for Reading Problems

2008 ◽  
Vol 1 (3) ◽  
pp. 179-214 ◽  
Author(s):  
Sharon Vaughn ◽  
Paul T. Cirino ◽  
Tammy Tolar ◽  
Jack M. Fletcher ◽  
Elsa Cardenas-Hagan ◽  
...  
Keyword(s):  
At Risk ◽  
English Language Learners ◽  
Language Learners ◽  
English Language ◽  
First Grade ◽  
Reading Problems ◽  
Long Term Follow Up

Early Reading Intervention: Responding to the Learning Needs of Young at-Risk English Language Learners

2009 ◽  
Vol 32 (3) ◽  
pp. 143-162 ◽  
Author(s):  
Lisa Klett Gyovai ◽  
Gwendolyn Cartledge ◽  
Lefki Kourea ◽  
Amanda Yurick ◽  
Lenwood Gibson
Keyword(s):  
English Language Learners ◽  
Early Literacy ◽  
Language Learners ◽  
Reading Intervention ◽  
English Language ◽  
Early Reading ◽  
First Grade ◽  
Literacy Skills ◽  
Baseline Design ◽  
Early Reading Intervention

This study examined the effects of a supplemental early reading intervention on the beginning literacy skills of 12 kindergarten/first-grade urban English language learners (ELLs). The Early Reading Intervention (ERI; Simmons & Kame'enui, 2003) was the instructional intervention used with all students. A multiple-baseline design across students was used to investigate the effects of the instruction on phoneme segmentation fluency (PSF) and nonsense word fluency (NWF), as measured by the Dynamic Indicators of Basic Early Literacy Skills (DIBELS; Good & Kaminski, 2002). Data analyses showed that all students increased in the number of phonemes segmented and the number of letter sounds produced correctly. Gains were commensurate with the amount of instruction received.

Effectiveness of Spanish Intervention for First-Grade English Language Learners at Risk for Reading Difficulties

2006 ◽  
Vol 39 (1) ◽  
pp. 56-73 ◽  
Author(s):  
Sharon Vaughn ◽  
Sylvia Linan-Thompson ◽  
Patricia G. Mathes ◽  
Paul T. Cirino ◽  
Coleen D. Carlson ◽  
...  
Keyword(s):  
At Risk ◽  
English Language Learners ◽  
Language Learners ◽  
English Language ◽  
Reading Difficulties ◽  
First Grade

Effectiveness of an English Intervention for First‐Grade English Language Learners at Risk for Reading Problems

2006 ◽  
Vol 107 (2) ◽  
pp. 153-180 ◽  
Author(s):  
Sharon Vaughn ◽  
Patricia Mathes ◽  
Sylvia Linan‐Thompson ◽  
Paul Cirino ◽  
Coleen Carlson ◽  
...  
Keyword(s):  
At Risk ◽  
English Language Learners ◽  
Language Learners ◽  
English Language ◽  
First Grade ◽  
Reading Problems

Promoting Self-Advocacy Through Persuasive Writing for English Learners With Learning Disabilities

2019 ◽  
Vol 39 (2) ◽  
pp. 82-90
Author(s):  
Sara Jozwik ◽  
Yojanna Cuenca-Carlino
Keyword(s):  
Learning Disabilities ◽  
English Language Learners ◽  
Writing Instruction ◽  
Language Learners ◽  
English Learners ◽  
English Language ◽  
Persuasive Writing ◽  
Strategy Development ◽  
Self Advocacy ◽  
Written Text

Constructing written text in English can be a challenging endeavor for all students, but it holds particular challenges for English Language Learners (ELLs) with learning disabilities (LD). For this reason, effective instruction needs to recognize the gifts of emergent bilingualism and respond to the challenges that ELLs with LD bring to the task of writing. In this article, we explore the benefits of using self-regulated strategy development (SRSD) writing instruction and establish its relevance for supporting the diverse strengths and needs of ELLs with LD in rural settings. First, we highlight the benefits of SRSD instruction. Then, we offer three main connections between the SRSD framework and research-based practices for teaching ELLs in general. Subsequently, we describe ways to individualize SRSD instruction to meet the needs of ELLs with LD. Finally, we walk through an instructional sequence (including lesson plans and scaffolds) to demonstrate how SRSD persuasive writing instruction can be used to promote self-advocacy skills in rural classrooms that include ELLs with LD.

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