Effects of Implementing Classroom Instructional Models on English Language Learners' Cognitive and Affective Outcomes

Waxman, Hersholt C.; Felix, Judith Walker de; Martínez, Alicia; Knight, Shirley; Padrón, Yolanda N.

doi:10.1080/15235882.1994.10162665

Cited by 6 publications

(3 citation statements)

References 6 publications

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“…As much as possible, effect sizes were calculated for each grade when multiple grades were included within a study (e.g., Lightbown, Halter, & White, 2002). However, many of the studies with participants in multiple grades did not report sufficient statistical information to calculate effect size per grade (e.g., Calderón et al , 1998; Denton, Anthony, Parker, & Hasbrouck, 2004; Slavin & Madden, 1999; Troia, 2004, Waxman, DeFelix, & Martinez, 1994). Literacy strategies produced heterogeneous but statistically detectable mean effect sizes for all educational grades, excluding studies conducted with participants in multiple grades.…”

Section: Resultsmentioning

confidence: 99%

Pedagogical strategies for teaching literacy to ESL immigrant students: A meta‐analysis

Adesope

Lavin²,

Thompson³

et al. 2011

Brit J of Edu Psychol

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Mean effect sizes vary from small to large, depending on instructional interventions and outcome constructs. Across several different grade levels, settings, and methodological features, pedagogical strategies used in teaching ESL to immigrant students are associated with increased competence in reading and writing. Collaborative reading interventions, in which peers engage in oral interaction and cooperatively negotiate meaning and a shared understanding of texts, produced larger effects than systematic phonics instruction and multimedia-assisted reading interventions. The results show that the pedagogical strategies examined in this meta-analysis produced statistically significant benefits for students in all grade levels. The findings also show that students from low socio-economic status (SES) background benefit from ESL literacy interventions. However, significant heterogeneity was found in each subset. Educators and policy makers are encouraged to consider specific school contexts when making decisions about optimal pedagogical strategies. It is possible that contextual factors as well as ESL learner characteristics may influence the effectiveness of these strategies. To ensure literacy acquisition for immigrant students whose primary language is not English, it is important to continue to research successful literacy practices in ways that better inform educators and policy makers.

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Section: Resultsmentioning

confidence: 99%

Pedagogical strategies for teaching literacy to ESL immigrant students: A meta‐analysis

Adesope

Lavin²,

Thompson³

et al. 2011

Brit J of Edu Psychol

View full text Add to dashboard Cite

show abstract

“…Problems in implementation of the intervention approaches that require extensive natural language and authentic dialogue, such as CALLA and Instructional Conversations, may help explain why they failed to result in effects in reading. The implementation problems that plagued the large-scale research study by Waxman et al (1994), for example, were consistently corroborated in the professional work groups. Participants talked about weak, inconsistent, and sometimes incoherent implementation of techniques such as semantic mapping, cooperative learning, and.…”

Section: Relevantfindings From Researchmentioning

confidence: 85%

“…In the exploratory meta-analysis (Baker & Gersten, 1997), we noted that often the instructional interventions with the largest effects in reading and mathematics were heavily rooted in principles verified by the instructional research literature of the 1980s and early 1990s. These approaches included classwide peer tutoring (Delquadri, Greenwood, Whorton, Carta, & Hall, 1986); the Stallings (1980) Effective Use of Time, (used in Waxman et al, 1994); the "tailoring of feedback" used for mathematical problem-solving (Cardelle- Elawar, 1990); and the provision of focused and explicit instruction on math concepts by Henderson and Landesman (l995). In particular, provision of frequent, clear feedback to students seemed critical.…”

Section: Relationship Between Promising Approaches and The Knowledge Base On Effective Teaching (Theme Two)mentioning

confidence: 99%

What We Know about Effective Instructional Practices for English-Language Learners

Gersten

Baker

2000

Exceptional Children

210

157

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This research synthesis, using a qualitative multivocal method (Ogawa & Malen, 1991), investigates the knowledge base of effective instruction for English-language learners in elementary and middle school grades. Interviews with professional educators and researchers around the country in a series of five work groups were conducted. Findings from the work groups were enhanced by a review of the literature consisting of 9 intervention studies (8 group studies and 1 single-subject study) and 15 descriptive studies. Major themes and implications for conducting future research and improving current practice are discussed.

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Waxman

Huang

1998

Learning Environments Research

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Effects of Implementing Classroom Instructional Models on English Language Learners' Cognitive and Affective Outcomes

Cited by 6 publications

References 6 publications

Pedagogical strategies for teaching literacy to ESL immigrant students: A meta‐analysis

Pedagogical strategies for teaching literacy to ESL immigrant students: A meta‐analysis

What We Know about Effective Instructional Practices for English-Language Learners

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