The Effects of Inference Instruction on the Reading Comprehension of English Learners With Reading Comprehension Difficulties

2019 ◽  
Vol 41 (5) ◽  
pp. 259-270
Author(s):  
Colby Hall ◽  
Sharon Vaughn ◽  
Marcia A. Barnes ◽  
Alicia A. Stewart ◽  
Christy R. Austin ◽  
...  
Keyword(s):  
Reading Comprehension ◽  
Language Arts ◽  
English Learners ◽  
English Language ◽  
Inference Generation ◽  
Language Arts Instruction ◽  
Rigorous Research ◽  
Business As Usual ◽  
Average Readers ◽  
Below Average Readers

Inference skill is one of the most important predictors of reading comprehension. Still, there is little rigorous research investigating the effects of inference instruction on reading comprehension. There is no research investigating the effects of inference instruction on reading comprehension for English learners with reading comprehension difficulties. The current study investigated the effects of small-group inference instruction on the inference generation and reading comprehension of sixth- and seventh-grade students who were below-average readers ( M = 86.7, SD = 8.1). Seventy-seven percent of student participants were designated limited English proficient. Participants were randomly assigned to 24, 40-min sessions of the inference instruction intervention ( n = 39) or to business-as-usual English language arts instruction ( n = 39). Membership in the treatment condition statistically significantly predicted higher outcome score on the Gates-MacGinitie Reading Test Reading Comprehension subtest ( d = 0.60, 95% confidence interval [CI] [0.16, 1.03]), but not on the other measures of inference skill.

scholarly journals Analyzing Student Learning Gains to Evaluate Differentiated Teacher Preparation for Fostering English Learners’ Achievement in Linguistically Diverse Classrooms

2018 ◽  
Vol 70 (4) ◽  
pp. 372-387 ◽  
Author(s):  
Matthew Ryan Lavery ◽  
Joyce Nutta ◽  
Alison Youngblood
Keyword(s):  
Teacher Preparation ◽  
Language Arts ◽  
English Learners ◽  
Teacher Candidates ◽  
English Language ◽  
Teacher Education Program ◽  
Secondary English ◽  
Nonnative Speakers Of English ◽  
Group 2 ◽  
K 12

Researchers compared pre/post classroom assessment scores of n = 8,326 K-12 students taught by n = 288 teacher candidates to determine if a differentiated teacher education program prepared them to support English learners’ (ELs) achievement in classrooms including native and nonnative speakers of English. Candidates in Group 1 comprised academic subject (secondary mathematics, science, and social studies) teacher candidates, who completed six teacher preparation courses with 15 key assignments that included a focus on ELs. Certification areas for Group 2 candidates include language arts instruction (elementary, early childhood, and secondary English language arts). Group 2 candidates completed from 12 to 15 courses with 41 to 50 key assignments that included a focus on ELs. Results indicate that teacher candidates in both groups helped narrow the gap between ELs and non-ELs from pretests to posttests. ELs performed no differently when taught by candidates from either group. Implications for teacher preparation are discussed.

Have you Heard? Newsworthy items from the field

2018 ◽  
Vol 100 (2) ◽  
pp. 59-61
Keyword(s):  
Language Arts ◽  
English Language ◽  
State Legislatures ◽  
College Education ◽  
State Standards ◽  
Colleges Of Education ◽  
Federal Financial Aid ◽  
Language Arts Instruction ◽  
Scholarship Program ◽  
The Common

The American Association of Colleges for Teacher Education (AACTE) released a report on the teacher preparation, research, and service happening at colleges of education. Far fewer U.S. students than European students are studying foreign languages. A study of the Indiana Choice Scholarship Program shows reduced math achievement among students using vouchers to attend private schools. Education Week presents stories of and data on incidents of hate and discrimination in schools. Students can now use their mobile devices to apply for federal financial aid for college. Education Week is tracking teachers who are running for state legislatures. A Thomas B. Fordham Institute survey examines whether and how English language arts instruction has changed since the launch of the Common Core State Standards.

Leveled and Exclusionary Tracking

2016 ◽  
Vol 53 (6) ◽  
pp. 1792-1833 ◽  
Author(s):  
Ilana M. Umansky
Keyword(s):  
Language Arts ◽  
English Learners ◽  
English Language ◽  
Institutional Constraints ◽  
Urban School District ◽  
Proficiency Level ◽  
Regression Discontinuity Designs ◽  
Educational Tracking ◽  
Upper Level ◽  
Academic Content

This study examines the characteristics and determinants of English learners’ (ELs’) access to academic content in middle school (Grades 6–8). Following 10 years of data from a large urban school district in California, I identify two predominant characteristics of EL access to content: leveled tracking in which ELs are overrepresented in lower level classes and underrepresented in upper level classes and exclusionary tracking in which ELs are excluded from core academic content area classes, particularly English language arts. Using regression analysis and two regression discontinuity designs, I find evidence that ELs’ access to content is limited by a constellation of factors, including prior academic achievement, institutional constraints, English proficiency level, and direct effects of EL classification. This study contributes to understanding of the experiences and opportunities of students learning English as well as theory regarding educational tracking.

scholarly journals Writing Instruction That Makes a Difference to English Learners

2017 ◽  
Vol 1 (24) ◽  
pp. 77-96
Author(s):  
Juan J. Araujo ◽  
Carol D. Wickstrom
Keyword(s):  
High School ◽  
Language Arts ◽  
Writing Instruction ◽  
English Learners ◽  
English Language Arts ◽  
English Language ◽  
Linguistic Knowledge ◽  
High School English ◽  
Language Arts Teachers ◽  
Arts Teachers

This paper presents the actions of two high school English language arts teachers as they engage in writing instruction with adolescent English learners. Using a naturalistic, qualitative methodology we investigate the actions two high school English language arts teachers engage in to meet the needs of their students. Findings suggest that embracing the students’ resources, building on linguistic knowledge, taking time to choose the right books and activities, being explicit about writer’s workshop and accepting its frenetic pace because it meets the students’ needs, and using the act of writing as a thinking activity, were the actions that made a difference to promote student success.

Knowledge at the Center of English Language Arts Instruction

2018 ◽  
Vol 72 (4) ◽  
pp. 499-507 ◽  
Author(s):  
Gina N. Cervetti ◽  
Elfrieda H. Hiebert
Keyword(s):  
Language Arts ◽  
English Language Arts ◽  
English Language ◽  
Language Arts Instruction

To Be or Not to Be EL

2016 ◽  
Vol 38 (4) ◽  
pp. 714-737 ◽  
Author(s):  
Ilana M. Umansky
Keyword(s):  
Language Arts ◽  
English Learners ◽  
English Language ◽  
Educational Opportunity ◽  
The United States ◽  
Language Minority ◽  
Language Minority Students ◽  
Bilingual Programs ◽  
English Immersion ◽  
Academic Trajectories

Across the United States, students who are deemed not to be proficient in English are classified as English learners (ELs). This classification entitles students to specialized services but may also result in stigmatization and barriers to educational opportunity. This article uses a regression discontinuity design to estimate the effect of EL classification in kindergarten on students’ academic trajectories. Furthermore, it explores whether the effect of EL classification differs for students in English immersion versus bilingual programs. I find that among language-minority students who enter kindergarten with relatively advanced English proficiency, EL classification results in a substantial negative net impact on math and English language arts test scores in Grades 2 through 10. This effect, however, is concentrated in English immersion classrooms.

scholarly journals English Language Proficiency and Content Assessment Performance: A Comparison of English Learners and Native English Speakers Achievement

2017 ◽  
Vol 10 (9) ◽  
pp. 198
Author(s):  
Suzi Keller Miley ◽  
Aarek Farmer
Keyword(s):  
Academic Achievement ◽  
Language Arts ◽  
Language Proficiency ◽  
English Learners ◽  
English Language Arts ◽  
English Language ◽  
English Language Proficiency ◽  
Subsequent Performance ◽  
Scale Scores ◽  
Achievement Levels

As a result of the accountability requirements established in Title III of the Elementary and Secondary Educational Act (ESEA) legislation, English Learners (ELs) are expected to make progress in both content area academic achievement and English Language Proficiency (ELP). In Tennessee ELs progress is measured by administering WIDA-Access to assess English language proficiency, and Tennessee Comprehensive Assessment Program (TCAP) standardized assessments to measure content academic achievement. The purpose of this study was to compare and analyze the performance levels of ELs who achieved the exit criteria on WIDA-Access state mandated English proficiency assessment and their subsequent performance on English Language Arts and Math TCAP assessments. Specifically, a comparison of EL’s achievement on TCAP was compared to the achievement on TCAP of non-ELs. Independent samples t-tests were performed on data from 302 elementary and middle school ELs and non-ELs that participated in WIDA-Access and TCAP assessments in 2015. Data analyses concluded that English Language Arts and Math TCAP scale scores were significantly different between ELs and non-ELs. Achievement levels in both English Language Arts TCAP and Math TCAP for ELs, who achieved the exit criteria on WIDA-Access, were lower than the achievement levels of non-ELs. Discussions of the findings in this study along with implications of using these assessments to measure ELs growth is provided in relation to the increased demands on measuring both the academic achievement and English language progress for ELs.

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