Effectiveness of an English Intervention 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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One-Year Follow-Up Outcomes of Spanish and English Interventions for English Language Learners at Risk for Reading Problems

American Educational Research Journal ◽

10.3102/0002831208330214 ◽

2009 ◽

Vol 46 (3) ◽

pp. 744-781 ◽

Cited By ~ 25

Author(s):

Paul T. Cirino ◽

Sharon Vaughn ◽

Sylvia Linan-Thompson ◽

Elsa Cardenas-Hagan ◽

Jack M. Fletcher ◽

...

Keyword(s):

At Risk ◽

English Language Learners ◽

Language Learners ◽

English Language ◽

Reading Problems ◽

One Year

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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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Executive function developmental trajectories kindergarten to first grade: monolingual, bilingual and English language learners

International Journal of Bilingual Education and Bilingualism ◽

10.1080/13670050.2020.1742649 ◽

2020 ◽

pp. 1-19

Author(s):

Anabel Castillo ◽

Alexander Khislavsky ◽

Meaghan Altman ◽

Jeffrey W. Gilger

Keyword(s):

English Language Learners ◽

Executive Function ◽

Language Learners ◽

English Language ◽

Developmental Trajectories ◽

First Grade

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Multicomponent Linguistic Awareness Intervention for At-Risk Kindergarteners

Communication Disorders Quarterly ◽

10.1177/1525740116660817 ◽

2016 ◽

Vol 38 (3) ◽

pp. 161-171 ◽

Cited By ~ 4

Author(s):

Jennifer L. Zoski ◽

Karen A. Erickson

Keyword(s):

At Risk ◽

English Language Learners ◽

Phonological Awareness ◽

Early Literacy ◽

Language Learners ◽

English Language ◽

Word Reading ◽

Morphological Awareness ◽

Preliminary Evidence ◽

Linguistic Awareness

This study investigated the feasibility of multicomponent linguistic awareness intervention on early literacy skills in at-risk kindergarteners. Seventeen students, including native Spanish-speaking English language learners ( n = 10) and native English speakers ( n = 7), participated in a 6-week small-group therapy program, for a total of 12 intervention hours. Students received therapy in one of the following: phonological awareness and letter knowledge; morphological awareness; or a three-pronged intervention that addressed all three areas. Students demonstrated moderate to large gains in word reading ( d = 1.79–2.19), phonological awareness ( d = 0.73–1.59), morphological awareness ( d = 0.57–3.96), and morphological spelling ( d = 0.77–3.0). Analyses revealed no significant differences based on the type of intervention received. These results provide preliminary evidence for the feasibility of three-pronged linguistic awareness instruction for kindergarten students at risk for later reading difficulties, including English language learners, in intensive intervention programs.

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