Efficacy of a Tier 2 Supplemental Root Word Vocabulary and Decoding Intervention With Kindergarten Spanish-Speaking English Learners

This descriptive study documents the effects of response-to-intervention type practices in four first-grade classrooms of English learners (ELs) from 11 native languages in three schools in a large urban school district in southern California. Observations and interviews in four classrooms across two consecutive years were compared to first-grade gains in oral reading fluency ( N = 111). Reading fluency data were examined in relation to ratings of literacy practices, including the degree to which Tier 1 alone or Tier 1 plus Tier 2-type instruction was implemented. The correlation between classroom ratings on the English Learners Classroom Observation Instrument (ELCOI) and gain from pre- to posttest in first grade on oral reading fluency was moderately strong in both Year 1 ( r = .61) and Year 2 ( r = .57). The correlation between Cluster II teacher ratings and ORF gains was strong in both Year 1 ( r = .75) and Year 2 ( r = .70), suggesting a strong relationship between Tier 2-type literacy practices and end-of-first-grade oral reading fluency. Results indicated a strong correlation ( r = -.81) between the number of students below DIBELS benchmark thresholds at the end of first grade and the teacher rating on the amount of instruction provided for low performers. Followup data at the end of third grade in oral reading fluency and comprehension indicate moderate correlations to first-grade scores ( N = 51). Patterns of practice among first-grade teachers and patterns among ELs who were ultimately labeled as having learning disabilities are discussed. Educational implications and recommendations for future research are also presented.

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Speaking and Reading in Two Languages: On the Identification of Reading and Language Disabilities in Spanish‐Speaking English Learners

New Directions for Child and Adolescent Development ◽

10.1002/cad.20306 ◽

2019 ◽

Vol 2019 (166) ◽

pp. 15-41 ◽

Cited By ~ 2

Author(s):

David J. Francis ◽

Raúl Rojas ◽

Svenja Gusewski ◽

Kristi L. Santi ◽

Shiva Khalaf ◽

...

Keyword(s):

English Learners ◽

Spanish Speaking ◽

Language Disabilities

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Improving content area reading comprehension of Spanish speaking English learners in Grades 4 and 5 using web-based text structure instruction

Reading and Writing ◽

10.1007/s11145-017-9802-9 ◽

2017 ◽

Vol 31 (9) ◽

pp. 1969-1996 ◽

Cited By ~ 1

Author(s):

Kausalai Wijekumar ◽

Bonnie J. F. Meyer ◽

Puiwa Lei ◽

Anita C. Hernandez ◽

Diane L. August

Keyword(s):

Reading Comprehension ◽

English Learners ◽

Content Area Reading ◽

Text Structure ◽

Content Area ◽

Web Based ◽

Spanish Speaking ◽

Structure Instruction

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Moving Forward by Looking Back: Understanding Why Some Spanish‐Speaking English Learners Fall Behind

New Directions for Child and Adolescent Development ◽

10.1002/cad.20305 ◽

2019 ◽

Vol 2019 (166) ◽

pp. 43-77 ◽

Cited By ~ 2

Author(s):

Raúl Rojas ◽

Lindsey Hiebert ◽

Svenja Gusewski ◽

David J. Francis

Keyword(s):

English Learners ◽

Spanish Speaking ◽

Looking Back

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Typology in the classroom: Fostering Motion-Event awareness in Spanish-speaking ELLs

Colombian Applied Linguistics Journal ◽

10.14483/udistrital.jour.calj.2015.1.a01 ◽

2015 ◽

Vol 17 (1) ◽

pp. 11 ◽

Cited By ~ 1

Author(s):

Reid Evans

Keyword(s):

English Learners ◽

Research Study ◽

Explicit Instruction ◽

Small Scale ◽

Negative Evidence ◽

Post Intervention ◽

Conceptual Approach ◽

Spanish Speaking ◽

Motion Event ◽

Verbs Of Motion

The aim of the present paper is to address the implications of the direct instruction of the linguistic typology of verbs of motion in second-language English learners. Results of a small-scale research study are reported in which students were exposed to typology instruction with the goal of increasing proficiency and target-like production. To these ends, it was hypothesized that pre- and post-intervention writing samples would differ significantly in the appropriate use of expressions of motion, particularly those expressions employing English manner-of-motion verbs. Results confirmed this hypothesis and demonstrated that students achieve greater proficiency in motion-event expression when exposed to explicit instruction including negative evidence and aspects of the Conceptual Approach (White, 2012).

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Exploring English and Spanish rhyme awareness and beginning sound segmentation skills in prekindergarten Spanish-speaking English Learners

Reading and Writing ◽

10.1007/s11145-016-9696-y ◽

2016 ◽

Vol 30 (4) ◽

pp. 719-737 ◽

Cited By ~ 4

Author(s):

Laura B. Raynolds ◽

Angela López-Velásquez ◽

Laura E. Olivo Valentín

Keyword(s):

English Learners ◽

Spanish Speaking ◽

Rhyme Awareness

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Community College Developmental Education Services: Perspectives of Spanish-Speaking Latino Early Childhood Educators

Journal of Hispanic Higher Education ◽

10.1177/1538192716652500 ◽

2016 ◽

Vol 17 (1) ◽

pp. 3-19

Author(s):

John E. Eberly

Keyword(s):

Community College ◽

Developmental Education ◽

English Learners ◽

Culturally Responsive ◽

Single Case ◽

Primary Data ◽

Education Services ◽

Individual Interviews ◽

Spanish Speaking ◽

Education Support

The purpose of this single-case study was to understand the perceptions of Latino Spanish-speaking English learners on the efficacy of developmental education services at a Western U.S. community college. The primary data collection method was in-depth individual interviews of a purposeful sample of nine successful students. Findings indicated that participants relied on Spanish instruction for comprehensible context, but needed consistent education support services from a culturally responsive institution in a language they understood.

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