Effects of Two Tutoring Programs on the English Reading Development of Spanish-English Bilingual Students

Abstract

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Effects of Repeated Readings on Reading Abilities of English Language Learners with Specific Learning Disabilities

“…ELLs with SLD struggle to keep up with their English-speaking peers in reading (Denton et al, 2004). Unfortunately, their limited reading fluency and comprehension is a stumbling block in every other subject, as they all employ reading as a means to access information (Rasinski, 2000).…”

“…ELLs are one of the fastest growing groups of students in U.S. schools (Denton et al, 2004). As the population of ELLs grows, it is reasonable to believe that the population of ELLs with SLD in U.S. schools will also rise.…”

“…ELLs are one of the largest groups of learners experiencing English reading difficulties in U.S. schools (Denton et al, 2004). The National Assessment for Educational Progress (NAEP) found that nearly three-quarters of fourth-grade ELLs scored at the lowest level possible for reading in national testing in 2005 (Fry, 2007).…”

“…The struggles inherent in learning to read in a second language make ELLs particularly vulnerable to reading challenges in English and multiple grade retentions (Pugh, Sandak, Frost, Moore, & Mencl, 2005). Even though ELLs are one of the fastest growing groups of students in our schools, and one of the largest groups of learners experiencing reading difficulties (Denton, Anthony, Parker, & Hasbrouck, 2004), little is known about their reading development in English (Linan-Thompson, Vaughn, HickmanDavis, & Kouzekanani, 2003).…”

“…ELLs have been shown to benefit from interventions that include vocabulary instruction (Fitzgerald, 1995;Gersten & Baker, 2000;Tam et al, 2006), repeated exposure to English print (Tam et al, 2006), explicit instruction in comprehension strategies (Denton et al, 2004), and one-on-one instruction with a teacher (Linan-Thompson et al, 2003). Similarly, students with SLD have been found to benefit from interventions that include vocabulary instruction (Therrien & Kubina, 2006), repeated readings (Chard, Vaughn, & Tayler, 2002;Nelson, Alber, & Gordy, 2004;Therrien & Kubina, 2006;Weinstein & Cooke, 1992), and individual attention (Elbaum et al, 2000).…”