Effectiveness of a Spanish Intervention and an English Intervention for English-Language Learners at Risk for Reading Problems

2006 ◽  
Vol 43 (3) ◽  
pp. 449-487 ◽  
Author(s):  
Sharon Vaughn ◽  
Paul T. Cirino ◽  
Sylvia Linan-Thompson ◽  
Patricia G. Mathes ◽  
Coleen D. Carlson ◽  
...  
Keyword(s):  
At Risk ◽  
English Language Learners ◽  
Language Learners ◽  
English Language ◽  
Reading Problems

Long-Term Follow-Up of Spanish and English Interventions for First-Grade English Language Learners at Risk for Reading Problems

2008 ◽  
Vol 1 (3) ◽  
pp. 179-214 ◽  
Author(s):  
Sharon Vaughn ◽  
Paul T. Cirino ◽  
Tammy Tolar ◽  
Jack M. Fletcher ◽  
Elsa Cardenas-Hagan ◽  
...  
Keyword(s):  
At Risk ◽  
English Language Learners ◽  
Language Learners ◽  
English Language ◽  
First Grade ◽  
Reading Problems ◽  
Long Term Follow Up

Effectiveness of an English Intervention for First‐Grade English Language Learners at Risk for Reading Problems

2006 ◽  
Vol 107 (2) ◽  
pp. 153-180 ◽  
Author(s):  
Sharon Vaughn ◽  
Patricia Mathes ◽  
Sylvia Linan‐Thompson ◽  
Paul Cirino ◽  
Coleen Carlson ◽  
...  
Keyword(s):  
At Risk ◽  
English Language Learners ◽  
Language Learners ◽  
English Language ◽  
First Grade ◽  
Reading Problems

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

2009 ◽  
Vol 46 (3) ◽  
pp. 744-781 ◽  
Author(s):  
Paul T. Cirino ◽  
Sharon Vaughn ◽  
Sylvia Linan-Thompson ◽  
Elsa Cardenas-Hagan ◽  
Jack M. Fletcher ◽  
...  
Keyword(s):  
At Risk ◽  
English Language Learners ◽  
Language Learners ◽  
English Language ◽  
Reading Problems ◽  
One Year

The Response to Intervention of English Language Learners at Risk for Reading Problems

2006 ◽  
Vol 39 (5) ◽  
pp. 390-398 ◽  
Author(s):  
Sylvia Linan-Thompson ◽  
Sharon Vaughn ◽  
Kathryn Prater ◽  
Paul T. Cirino
Keyword(s):  
At Risk ◽  
English Language Learners ◽  
Response To Intervention ◽  
Language Learners ◽  
English Language ◽  
Reading Problems

Moving from Professional Development to Real-Time Use

2014 ◽  
pp. 2043-2067
Author(s):  
Meghan Morris Deyoe ◽  
Dianna L. Newman ◽  
Kristie Asaro-Saddler
Keyword(s):  
Professional Development ◽  
At Risk ◽  
English Language Learners ◽  
Students With Disabilities ◽  
Language Learners ◽  
Literacy Instruction ◽  
English Language ◽  
Cognitive Learning ◽  
Pedagogical Content ◽  
Use Of Technology

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.

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

2007 ◽  
Vol 30 (3) ◽  
pp. 185-195 ◽  
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.

Multicomponent Linguistic Awareness Intervention for At-Risk Kindergarteners

2016 ◽  
Vol 38 (3) ◽  
pp. 161-171 ◽  
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.

Sign in / Sign up

Export Citation Format

Share Document