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The Impact Of Formal English Language Development On The Reading Achievement Of English Language Learners In An Urban School Setting
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Book Synopsis The Impact of Formal English Language Development on the Reading Achievement of English Language Learners in an Urban School Setting by : Shelby Jasmer
Download or read book The Impact of Formal English Language Development on the Reading Achievement of English Language Learners in an Urban School Setting written by Shelby Jasmer and published by . This book was released on 2010 with total page 166 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Book Synopsis The Impact of State and District Policies on the Academic Achievement of English Language Learners by : Sima Navid
Download or read book The Impact of State and District Policies on the Academic Achievement of English Language Learners written by Sima Navid and published by . This book was released on 2017 with total page 133 pages. Available in PDF, EPUB and Kindle. Book excerpt: Abstract THE IMPACT OF STATE AND DISTRICT POLICIES ON THE ACADEMIC ACHIEVEMENT OF ENGLISH LANGUAGE LEARNERS IN URBAN SCHOOLS By Sima Navid Doctor of Education in Educational Leadership and Policy Studies The purpose of this study was to explore the impact of state and district policies on English Language Learners' academic achievement in urban school classrooms. At the same time, a goal of this study was to examine whether state and district policies hinder or support the academic achievement of English Language Learners in classrooms. Latinos comprise the majority of California's school age population. At the same time, they have the lowest graduation rate and highest dropout rate for students in high schools. The education of Latino English Language Learners (ELLs) must be a priority for educators and lawmakers. The Common Core State Standards require students to use academic language while actively participating in classroom discussions and take the same standardized assessments as their English speaking peers. On the other hand, The English Learner Master Plan requires students with the same English proficiency level to be placed in classrooms together all day for the entire school year. Based on the findings of this study, it is recommended that English speaking role models are needed in order for ELLs to gain English language skills and academic vocabulary. Therefore, keeping low-level ELD students in classrooms with peers of the same English proficiency level does not increase academic achievement. The Structured English Immersion (SEI) classrooms do not support the academic language and vocabulary of ELLs. The ELL students need other English speaking role models such as ELD 5s, Reclassified Fluent English Proficient (RFEP), Initially Fluent English Proficient (IFEP), and English Only (EO) students to demonstrate the correct grammar and academic English.
Book Synopsis Preventing Long-Term ELs by : Margarita Espino Calderon
Download or read book Preventing Long-Term ELs written by Margarita Espino Calderon and published by Corwin Press. This book was released on 2010-10-22 with total page 177 pages. Available in PDF, EPUB and Kindle. Book excerpt: "Offers invaluable resources for teachers and administrators taking a proactive approach to eliminating the subgroup of long-term English learners." —Yee Wan, Multilingual Programs Coordinator Santa Clara County Office of Education, San Jose, CA "This book encapsulates a serious call to action: challenging leaders and educators to forge bold yet eminently practical pathways toward high-quality, evidence-based systematic instruction." —Virginia R. Champion, Senior Education Specialist Region One Education Service Center, Edinburg, TX 10 keys to keeping English learners from falling through the cracks Students who struggle with academic English are likely to struggle with academic content throughout their school years. This practical guidebook′s 10 components for success will help educators at all levels close this achievement gap. Best-selling authors Margarita Espino Calderón and Liliana Minaya-Rowe provide step-by-step instructions for integrating vocabulary and writing across the curriculum to improve students′ learning. Key features include: A clearly articulated, evidence-based professional development program for teaching diverse English language learners effectively Coverage of a variety of program types Research-based tools for improving instruction and measuring learning progressions Methods for implementing an EL program while meeting core standards and content objectives Inside are studies from a principal and superintendent and an array of assessment tools, checklists, and resources to guide you through the improvement process and establish a meaningful accountability system for the benefit of teachers, administrators, parents, and students.
Book Synopsis Developing Reading and Writing in Second-language Learners by : Diane August
Download or read book Developing Reading and Writing in Second-language Learners written by Diane August and published by Taylor & Francis. This book was released on 2008 with total page 336 pages. Available in PDF, EPUB and Kindle. Book excerpt: Reporting the findings of the National Literacy Panel on Language-Minority Children and Youth, this book concisely summarises what is known from empirical research about the development of literacy in language-minority children and youth, including development, environment, instruction, and assessment.
Book Synopsis Examining the Impact of Supplemental Direct Instruction Delivered by Bilingual Paraprofessionals to English Language Learners Struggling to Read in English by : Cindy Lynn Guerrero
Download or read book Examining the Impact of Supplemental Direct Instruction Delivered by Bilingual Paraprofessionals to English Language Learners Struggling to Read in English written by Cindy Lynn Guerrero and published by . This book was released on 2015 with total page pages. Available in PDF, EPUB and Kindle. Book excerpt: English language learners, one of the fastest growing groups of students in public schools, continue to score lower in reading achievement when compared to non-English language learners. Struggling readers who do not receive early intervention are at-risk for reading failure and often continue to struggle with reading and academics. This small-n, quasi-experimental, longitudinal study (n=20) explored the differences in English reading between two closely matched groups of elementary Spanish-speaking ELLS, identified as struggling English readers, representing both structured English immersion and transitional bilingual programs. Treatment students received two years of supplemental English direct reading instruction provided by highly-trained bilingual paraprofessionals during Grades 2 and 3. Control students received standard district-based ESL instruction. This study derived from a randomized, longitudinal, federally funded research project (Project ELLA, #R305P030032) targeting native Spanish-speaking ELLs from low-SES backgrounds in a large urban school district in Southeast Texas. Scores for English oral reading fluency and broad reading ability were used to compare growth over time and to compare students across conditions using descriptive statistics and repeated measures mixed analysis of variance (ANOVA). Students demonstrated statistically significant gains over time in both English oral reading and English road reading ability. However, there were no significant differences in oral reading fluency or broad reading ability between conditions at the end of Grade 3. Additional exploratory analyses further examined bilingual program within the treatment group. Treatment students demonstrated similar growth in English oral reading fluency, across both bilingual programs. In English broad reading ability, transitional bilingual treatment students outperformed structured English immersion treatment students. The findings of this study expand the work of previous researchers in the area of supplemental direct English reading instruction of Grade 1 Spanish-speaking ELLs. The study adds to research that has not yet reported longitudinal L2 oral reading fluency and L2 broad reading findings for ELLs in Grades 2 and 3 who are struggling to learn to read in English. This study also contributes to limited studies investigating the effectiveness of bilingual paraprofessionals as tutors. The electronic version of this dissertation is accessible from http://hdl.handle.net/1969.1/155659
Download or read book Research in Education written by and published by . This book was released on 1974 with total page 1280 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Book Synopsis Educating English Language Learners by : Fred Genesee
Download or read book Educating English Language Learners written by Fred Genesee and published by Cambridge University Press. This book was released on 2006-01-16 with total page 10 pages. Available in PDF, EPUB and Kindle. Book excerpt: The book provides a review of scientific research on the learning outcomes of students with limited or no proficiency in English in U.S. schools. Research on students in kindergarten to grade 12 is reviewed. The primary chapters of the book focus on these students' acquisition of oral language skills in English, their development of literacy (reading & writing) skills in English, instructional issues in teaching literacy, and achievement in academic domains (i.e., mathematics, science, and reading). The reviews and analyses of the research are relatively technical with a focus on research quality, design characteristics, and statistical analyses. The book provides a set of summary tables that give details about each study, including full references, characteristics of the students in the research, assessment tools and procedures, and results. A concluding chapter summarizes the major issues discussed and makes recommendations about particular areas that need further research.
Book Synopsis Interventions for English Language Learners by : Erin Marie Egan
Download or read book Interventions for English Language Learners written by Erin Marie Egan and published by . This book was released on 2014 with total page 100 pages. Available in PDF, EPUB and Kindle. Book excerpt: English Language Learners (ELLs) in the United States have been plagued by low reading achievement, high dropout rates, and overrepresentation in special education. One researched-based reading intervention, Reading Recovery®, has a large body of research supporting its effectiveness for native speakers as well as a few studies demonstrating its effectiveness for ELLs. However, there is limited research comparing the rates of progress of native English speakers with those of ELLs as well as exploring if there is a difference in outcomes between students at different English language proficiency levels. The research questions that guided this investigation are: 1) How do the reading achievement outcomes of English Language Learners receiving the intervention Reading Recovery® compare to the outcomes of native English speakers receiving the same intervention in grade one of a large diverse urban school district? 2) What is the relationship between the reading achievement outcomes and proficiency levels of English Language Learners as determined by the Reading Recovery language proficiency intake assessment? This study employed a quantitative methodology to compare the reading achievement outcomes of students receiving the intervention Reading Recovery® in a large, urban district from 2004-2013. The analysis in this study suggests that Reading Recovery was actually "more" effective for ELLs. Based on the results of this research study, it is recommended that access be expanded and that all low reading performing ELLs that meet the selection criteria, regardless of English proficiency, be considered for Reading Recovery®.
Book Synopsis Research-based Methods of Reading Instruction for English Language Learners, Grades K-4 by : Sylvia Linan-Thompson
Download or read book Research-based Methods of Reading Instruction for English Language Learners, Grades K-4 written by Sylvia Linan-Thompson and published by ASCD. This book was released on 2007 with total page 194 pages. Available in PDF, EPUB and Kindle. Book excerpt: This book is packed with dozens of field-tested lessons for helping English language learners develop proficient reading skills.
Book Synopsis Dissertation Abstracts International by :
Download or read book Dissertation Abstracts International written by and published by . This book was released on 2008 with total page 628 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book Resources in Education written by and published by . This book was released on 2001 with total page 836 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Book Synopsis The Oxford Handbook of Reading by : Alexander Pollatsek
Download or read book The Oxford Handbook of Reading written by Alexander Pollatsek and published by Oxford University Press, USA. This book was released on 2015 with total page 521 pages. Available in PDF, EPUB and Kindle. Book excerpt: Writing is one of humankind's greatest inventions, and modern societies could not function if their citizens could not read and write. How do skilled readers pick up meaning from markings on a page so quickly, and how do children learn to do so? The chapters in the Oxford Handbook of Reading synthesize research on these topics from fields ranging from vision science to cognitive psychology and education, focusing on how studies using a cognitive approach can shed light on how the reading process works. To set the stage, the opening chapters present information about writing systems and methods of studying reading, including those that examine speeded responses to individual words as well as those that use eye movement technology to determine how sentences and short passages of text are processed. The following section discusses the identification of single words by skilled readers, as well as insights from studies of adults with reading disabilities due to brain damage. Another section considers how skilled readers read a text silently, addressing such issues as the role of sound in silent reading and how readers' eyes move through texts. Detailed quantitative models of the reading process are proposed throughout. The final sections deal with how children learn to read and spell, and how they should be taught to do so. These chapters review research with learners of different languages and those who speak different dialects of a language; discuss children who develop typically as well as those who exhibit specific disabilities in reading; and address questions about how reading should be taught with populations ranging from preschoolers to adolescents, and how research findings have influenced education. The Oxford Handbook of Reading will benefit researchers and graduate students in the fields of cognitive psychology, developmental psychology, education, and related fields (e.g., speech and language pathology) who are interested in reading, reading instruction, or reading disorders.
Book Synopsis Handbook of Research on the Education of Young Children by : Bernard Spodek
Download or read book Handbook of Research on the Education of Young Children written by Bernard Spodek and published by Routledge. This book was released on 2014-01-27 with total page 619 pages. Available in PDF, EPUB and Kindle. Book excerpt: The Handbook of Research on the Education of Young Children is the essential reference on research on early childhood education throughout the world. This singular resource provides a comprehensive overview of important contemporary issues as well as the information necessary to make informed judgments about these issues. The field has changed significantly since the publication of the second edition, and this third edition of the handbook takes care to address the entirety of vital new developments.A valuable tool for all those who work and study in the field?of early child.
Book Synopsis Promoting Academic Achievement Among English Learners by : Claude Goldenberg
Download or read book Promoting Academic Achievement Among English Learners written by Claude Goldenberg and published by Corwin Press. This book was released on 2010-04-14 with total page 193 pages. Available in PDF, EPUB and Kindle. Book excerpt: Discover the research and facts on what works in educating English learners! This comprehensive resource examines the research on promoting success among students who come to school knowing little or no English and translates current findings into specific recommendations for developing policies and programs for English learners. With illustrative scenarios throughout, this book gives educators and policy makers solid, research-based information about: Using students’ home language in academic programming Teaching English and academic content simultaneously School and district factors that affect achievement for English learners Sociocultural factors in success, including the influence of parents and families
Book Synopsis Teaching Reading to English Language Learners by : Kristin Lems
Download or read book Teaching Reading to English Language Learners written by Kristin Lems and published by Guilford Press. This book was released on 2009-11-20 with total page 273 pages. Available in PDF, EPUB and Kindle. Book excerpt: Written specifically for K–12 educators, this accessible book explains the processes involved in second-language acquisition and provides a wealth of practical strategies for helping English language learners (ELLs) succeed at reading. The authors integrate knowledge from two fields that often remain disconnected—linguistics and literacy—with a focus on what works in the classroom. Teachers learn effective practices for supporting students as they build core competencies not just for reading in English, but also for listening, speaking, and writing. Engaging vignettes and examples illustrate ways to promote ELLs’ communicative skills across the content areas and in formal and informal settings.
Author :Jenna Anderson (MWSU Teachers of English to speakers of other languages student) Publisher : ISBN 13 : Total Pages :158 pages Book Rating :4.:/5 (18 download)
Book Synopsis The Impact of Culturally Relevant Texts on the Writing of English Language Learners by : Jenna Anderson (MWSU Teachers of English to speakers of other languages student)
Download or read book The Impact of Culturally Relevant Texts on the Writing of English Language Learners written by Jenna Anderson (MWSU Teachers of English to speakers of other languages student) and published by . This book was released on 2018 with total page 158 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Book Synopsis The Effects of Research-based Strategies on Reading Achievement Among English Language Learners by : India Chantel Graden
Download or read book The Effects of Research-based Strategies on Reading Achievement Among English Language Learners written by India Chantel Graden and published by . This book was released on 2023 with total page 0 pages. Available in PDF, EPUB and Kindle. Book excerpt: The purpose of this quantitative, causal-comparative study was to examine the results of phonics-based instruction versus guided reading instruction on reading achievement among minority students who are English Language Learners. This study is important because it addresses the gap in the literature that does not target research-based reading instructional strategies that are effective for English Language Learners separate from those that are observed as effective in students whose primary language is English. Archival data were obtained from 86 elementary school English Language Learners in the second grade at two Georgia suburban schools. The instrument used in this study is the MAP test. With permission from the participant schools, data was obtained by reviewing previously submitted lesson plans and reviewing past MAP score reports. An Analysis of Covariance (ANCOVA) test was used to determine if there was a difference in reading achievement between English Language Learners who received guided reading instruction at the same frequency as phonics-based reading instruction as measured by Lexile scores acquired on the MAP test when controlling for the pretest. All assumptions of ANCOVA were tested and met, concluding that there is a significant difference between English Language Learners who received guided reading instruction at the same frequency as phonics-based reading instruction. Further research is recommended. Other recommendations include ensuring that English Language Learners receive guided reading instruction at the same frequency.
