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

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.

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

Journal of Learning Disabilities ◽

10.1177/00222194060390010601 ◽

2006 ◽

Vol 39 (1) ◽

pp. 56-73 ◽

Cited By ~ 67

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

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Effectiveness of a Spanish Intervention and an English Intervention for English-Language Learners at Risk for Reading Problems

American Educational Research Journal ◽

10.3102/00028312043003449 ◽

2006 ◽

Vol 43 (3) ◽

pp. 449-487 ◽

Cited By ~ 70

Author(s):

Sharon Vaughn ◽

Paul T. Cirino ◽

Sylvia Linan-Thompson ◽

Patricia G. Mathes ◽

Coleen D. Carlson ◽

...

Keyword(s):

At Risk ◽

English Language Learners ◽

Language Learners ◽

English Language ◽

Reading Problems

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The Response to Intervention of English Language Learners at Risk for Reading Problems

Journal of Learning Disabilities ◽

10.1177/00222194060390050201 ◽

2006 ◽

Vol 39 (5) ◽

pp. 390-398 ◽

Cited By ~ 50

Author(s):

Sylvia Linan-Thompson ◽

Sharon Vaughn ◽

Kathryn Prater ◽

Paul T. Cirino

Keyword(s):

At Risk ◽

English Language Learners ◽

Response To Intervention ◽

Language Learners ◽

English Language ◽

Reading Problems

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Moving from Professional Development to Real-Time Use

Adult and Continuing Education ◽

10.4018/978-1-4666-5780-9.ch119 ◽

2014 ◽

pp. 2043-2067

Author(s):

Meghan Morris Deyoe ◽

Dianna L. Newman ◽

Kristie Asaro-Saddler

Keyword(s):

Professional Development ◽

At Risk ◽

English Language Learners ◽

Students With Disabilities ◽

Language Learners ◽

Literacy Instruction ◽

English Language ◽

Cognitive Learning ◽

Pedagogical Content ◽

Use Of Technology

This chapter demonstrates the importance of teacher training in the use of technology in literacy instruction by focusing on the need to update current teachers' skills and practice. In the setting described, the emphasis was on the transfer of Technological Pedagogical Content Knowledge (TPACK) strategies, learned via in-service professional development, to program classrooms supplied with twenty-first century technology in a high needs setting for at-risk students in grades 3-9. In addition to the general at-risk setting, specific literacy-related affective and cognitive learning outcomes are noted for students with disabilities and for English language learners. Program findings indicate the benefits of continuous professional development and embedded training along with embedded implementation of technology within pedagogical and content literacy instruction. Positive literacy-related cognitive results are noted for all students enrolled in the program classrooms; data for students with disabilities and English Language Learners (ELLs) also reveals potential benefits.

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Jen's Story

Identifying, Describing, and Developing Teachers Who Are Gifted and Talented - Advances in Higher Education and Professional Development ◽

10.4018/978-1-5225-5879-8.ch012 ◽

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.

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From Preservice to Inservice

Pre-Service and In-Service Teacher Education ◽

10.4018/978-1-5225-7305-0.ch082 ◽

2018 ◽

pp. 1765-1787

Author(s):

Congcong Wang

Keyword(s):

Preservice Teachers ◽

English Language Learners ◽

Language Learners ◽

English Language ◽

Teaching Practice ◽

Inservice Teachers ◽

Teaching English ◽

Language Teacher ◽

Teachers Perceptions

Wang (2012) suggested that preservice teachers perceived that their initial experiences as online language learners increased their linguistic, cultural and technological awareness, which would further benefit them when working with diverse students. However, that study was unclear about whether teachers perceived that they could transfer their awareness into teaching practice. Therefore, extending the pilot study, this follow-up study explored inservice teachers' perceptions of linguistic, cultural and technological awareness transfer in teaching English Language Learners by asking them to engage with an online language course and reflect on their experience. This study proposes a model for language teacher linguistic, cultural and technological awareness development and transfer, as well as discusses issues related to language teacher awareness transfer.

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From Preservice to Inservice

International Journal of Computer-Assisted Language Learning and Teaching ◽

10.4018/ijcallt.2015040101 ◽

2015 ◽

Vol 5 (2) ◽

pp. 1-21 ◽

Cited By ~ 6

Author(s):

Congcong Wang

Keyword(s):

Preservice Teachers ◽

English Language Learners ◽

Language Learners ◽

English Language ◽

Teaching Practice ◽

Inservice Teachers ◽

Language Teacher ◽

Teachers Perceptions ◽

Follow Up Study

Wang (2012) suggested that preservice teachers perceived that their initial experiences as online language learners increased their linguistic, cultural and technological awareness, which would further benefit them when working with diverse students. However, that study was unclear about whether teachers perceived that they could transfer their awareness into teaching practice. Therefore, extending the pilot study, this follow-up study explored inservice teachers' perceptions of linguistic, cultural and technological awareness transfer in teaching English Language Learners by asking them to engage with an online language course and reflect on their experience. This study proposes a model for language teacher linguistic, cultural and technological awareness development and transfer, as well as discusses issues related to language teacher awareness transfer.

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