scholarly journals Effects of Repeated Readings on Reading Abilities of English Language Learners with Specific Learning Disabilities

2009 ◽  
Author(s):  
Katrina G. Landa
Keyword(s):  
Learning Disabilities ◽  
English Language Learners ◽  
Language Learners ◽  
English Language ◽  
Specific Learning Disabilities ◽  
Repeated Readings ◽  
Reading Abilities ◽  
Specific Learning

The Effects of Repeated Readings on the Reading Performances of Hispanic English Language Learners with Specific Learning Disabilities

2017 ◽  
Vol 20 (1) ◽  
pp. 1-13
Author(s):  
Katrina G. Landa ◽  
Patricia M. Barbetta
Keyword(s):  
Learning Disabilities ◽  
English Language Learners ◽  
Language Learners ◽  
Reading Fluency ◽  
English Language ◽  
Specific Learning Disabilities ◽  
Repeated Readings ◽  
Reading Errors ◽  
Multiple Probe ◽  
Specific Learning

Abstract A multiple probe across participants design was used to explore the effects of repeated readings on the reading fluency, errors, and comprehension of 4, third-to-fifth grade English language learners (ELLs) with specific learning disabilities (SLD). Also, generalization measures to untaught passages and maintenance data were collected. In baseline, participants read a passage aloud once, while during repeated readings, they read a passage 3 times. In the repeated readings condition, participants read more words correctly per minute, made fewer reading errors, and answered more literal comprehension questions correctly. The gains observed generalized to untaught passages. A majority of scores on maintenance probes at 2, 4, and 6 weeks maintained near or above the levels scored for each dependent variable during the last intervention session.

scholarly journals Prereferral Process with Latino English Language Learners with Specific Learning Disabilities: Perceptions of English-as-a-Second-Language Teachers

2016 ◽  
Vol 18 (3) ◽  
pp. 22 ◽  
Author(s):  
Emily Ferlis ◽  
Yaoying Xu
Keyword(s):  
Learning Disabilities ◽  
English Language Learners ◽  
Second Language ◽  
Language Learners ◽  
English Language ◽  
Specific Learning Disabilities ◽  
Esl Teachers ◽  
Latino English Language Learners ◽  
Latino Ells ◽  
Specific Learning

This study explored perceptions of English-as-a-second-language (ESL) teachers on the prereferral process for Latino English language learners (ELLs). Using Colaizzi’s (1978) phenomenological approach, qualitative data were collected through interviews with four ESL teachers. Analyses of the data indicated that the ESL teachers used research-based interventions and progress-monitoring in the prereferral process with Latino ELLs. Data analysis also indicated negative participant perceptions of parental and school-level influence on the identification process.  Key concerns about the identification of Latino ELLs with specific learning disabilities (SLD) are presented, raising questions about current practices in school districts with small ELL populations.

Promises and Cautions regarding Using Response to Intervention with English Language Learners

2007 ◽  
Vol 30 (3) ◽  
pp. 213-218 ◽  
Author(s):  
Diane Haager
Keyword(s):  
Learning Disabilities ◽  
English Language Learners ◽  
Response To Intervention ◽  
Reading Instruction ◽  
Language Learners ◽  
English Language ◽  
Special Issue ◽  
Students With Learning Disabilities ◽  
Future Directions ◽  
Key Points

This article provides a commentary on issues regarding the use of response to intervention (RTI) with English language learners (ELLs). The commentary draws on current literature on reading instruction, ELLs, RTI, and students with learning disabilities and highlights key points from the articles in this special issue. The discussion includes future directions for research.

Sign in / Sign up

Export Citation Format

Share Document