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

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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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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Determining English Language Learners' Response to Intervention: Questions and Some Answers

Learning Disability Quarterly ◽

10.2307/30035563 ◽

2007 ◽

Vol 30 (3) ◽

pp. 185-195 ◽

Cited By ~ 30

Author(s):

Sylvia Linan-Thompson ◽

Paul T. Cirino ◽

Sharon Vaughn

Keyword(s):

At Risk ◽

English Language Learners ◽

Response To Intervention ◽

Reading Instruction ◽

Language Learners ◽

Reading Fluency ◽

English Language ◽

First Grade ◽

The Mean ◽

Not At Risk

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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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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