Supporting English-Language Learners and Struggling Readers in Content Literacy With the “Partner Reading and Content, Too” Routine

2010 ◽  
Vol 63 (7) ◽  
pp. 532-542 ◽  
Author(s):  
Donna Ogle ◽  
Amy Correa-Kovtun
Keyword(s):  
English Language Learners ◽  
Language Learners ◽  
Struggling Readers ◽  
English Language ◽  
Content Literacy ◽  
Partner Reading

Supporting Math Vocabulary Acquisition

2009 ◽  
Vol 16 (4) ◽  
pp. 238-246
Author(s):  
Jennifer M. Bay-Williams ◽  
Stefanie Livers
Keyword(s):  
English Language Learners ◽  
Language Learners ◽  
Struggling Readers ◽  
English Language ◽  
Vocabulary Acquisition ◽  
Mathematical Vocabulary ◽  
Math Vocabulary

Learn when and how teachers can use rich mathematical vocabulary to develop and maximize students' learning, particularly English Language Learners and struggling readers.

scholarly journals Assistive reading technologies for struggling readers

2015 ◽  
Vol 1 (3) ◽  
Author(s):  
Rebecca King
Keyword(s):  
English Language Learners ◽  
Early Literacy ◽  
Elementary School Teachers ◽  
Inclusive Education ◽  
Language Learners ◽  
Struggling Readers ◽  
Teacher Candidates ◽  
English Language ◽  
Research Study ◽  
Assistive Technologies

The purpose of this research study was to identify how assistive technologies can be used in the classroom to assist elementary students with reading disabilities. The intent of this study was targeted towards identifying and exploring the different types of available reading technologies, their benefits, as well as the potential drawbacks that they inflict. This research draws upon examining findings from various literature reviews which focused on the placement and the impacts that assistive technologies present to students with learning challenges. Additionally, interviews with experts in the fields of inclusive education, early literacy, technology, and English language learners were conducted to further these findings. A survey was sent out to inquire Mount Royal University teacher candidates, educational faculty, and various elementary school teachers regarding how they have seen technology used to assist readers. The results of this research study indicated that assistive reading technologies have the ability to propel readers to reach higher levels of success and self-efficacy, enable readers and nonreaders to engage with literature, increase comprehension, and decrease learning gaps between students. These findings are significant and useful for current and emerging facilitators as they serve to provide an awareness of reading technologies that are available and the benefits that they present to readers. However, it is essential to recognize that not every reading tool will produce the same results for every child and that assistive reading technologies should not solely be relied upon by students or teachers.

Using iBook Features to Support English Language Learners and Struggling Readers

2019 ◽  
Vol 35 (5) ◽  
pp. 496-507
Author(s):  
Cynthia A. Conn ◽  
Laura E. Sujo-Montes ◽  
Karen A. Sealander
Keyword(s):  
English Language Learners ◽  
Language Learners ◽  
Struggling Readers ◽  
English Language

Young Spanish-English Language Learners' Cognate Facilitation on Picture Naming

2016 ◽  
Vol 43 (Spring) ◽  
pp. 115-128 ◽  
Author(s):  
Lindsey Leacox ◽  
Carla Wood ◽  
Gretchen Sunderman ◽  
Christopher Schatschneider
Keyword(s):  
English Language Learners ◽  
Language Learners ◽  
Picture Naming ◽  
English Language

Assessment 360°: A Panoramic Framework for Assessing English Language Learners

2010 ◽  
Vol 17 (2) ◽  
pp. 37-56 ◽  
Author(s):  
Nancy Lewis ◽  
Nancy Castilleja ◽  
Barbara J. Moore ◽  
Barbara Rodriguez
Keyword(s):  
English Language Learners ◽  
Language Learners ◽  
English Language ◽  
Linguistically Diverse ◽  
Assessment Process ◽  
Assessment Practices ◽  
Her Family ◽  
Diverse Student ◽  
Many Sources

This issue describes the Assessment 360° process, which takes a panoramic approach to the language assessment process with school-age English Language Learners (ELLs). The Assessment 360° process guides clinicians to obtain information from many sources when gathering information about the child and his or her family. To illustrate the process, a bilingual fourth grade student whose native language (L1) is Spanish and who has been referred for a comprehensive language evaluation is presented. This case study features the assessment issues typically encountered by speech-language pathologists and introduces assessment through a panoramic lens. Recommendations specific to the case study are presented along with clinical implications for assessment practices with culturally and linguistically diverse student populations.

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