Examining the role of time and language type in reading development for English Language Learners

Betts, Joseph; Bolt, Sara; Decker, Dawn Marie; Muyskens, Paul; Marston, Doug

doi:10.1016/j.jsp.2008.12.002

Cited by 23 publications

(11 citation statements)

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“…That is, by the end of second grade, with adequate instructional opportunities, most of the school-age population has sufficient knowledge of letter-sound correspondences and, as a result, has the basic ability to decode printed words (Betts, Bolt, Decker, Muyskens, & Marston, 2009;Geva & Yaghoub Zadeh, 2006;Jean & Geva, 2009;Lesaux et al, 2006;Lesaux, Crosson, Kieffer, & Pierce, 2010;Lesaux, Rupp, & Siegel, 2007;Mancilla-Martinez & Lesaux, 2011). In fact, multiple developmental studies suggest that ELLs master these skills within the same time frame as their peers from middle-class, majorityculture backgrounds (August & Shanahan, 2006;Betts et al, 2009;Geva & Yaghoub Zadeh, 2006;Jean & Geva, 2009;Lesaux et al, 2007;. By contrast, knowledge-based competencies, those competencies more directly related to comprehension, appear to be persistent sources of difficulty for many ELLs and their peers from low-income households (Betts et al, 2009;Geva & Yaghoub Zadeh, 2006;.…”

Section: Foundational Understanding 3: Knowledge-based Competencies mentioning

confidence: 99%

“…In fact, multiple developmental studies suggest that ELLs master these skills within the same time frame as their peers from middle-class, majorityculture backgrounds (August & Shanahan, 2006;Betts et al, 2009;Geva & Yaghoub Zadeh, 2006;Jean & Geva, 2009;Lesaux et al, 2007;. By contrast, knowledge-based competencies, those competencies more directly related to comprehension, appear to be persistent sources of difficulty for many ELLs and their peers from low-income households (Betts et al, 2009;Geva & Yaghoub Zadeh, 2006;. For example, a recent study of sixth grade readers enrolled in 26 classrooms in a large, urban district examined the nature of reading comprehension difficulties in adolescent populations.…”

Section: Foundational Understanding 3: Knowledge-based Competencies mentioning

confidence: 99%

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Improving Reading Comprehension of Middle and High School Students

Santi¹,

Reed²

2015

Literacy Studies

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While language defines humanity, literacy defines civilization. Understandably, illiteracy or difficulties in acquiring literacy skills have become a major concern of our technological society. A conservative estimate of the prevalence of literacy problems would put the figure at more than a billion people in the world. Because of the seriousness of the problem, research in literacy acquisition and its breakdown is pursued with enormous vigor and persistence by experts from diverse backgrounds such as cognitive psychology, neuroscience, linguistics and education. This, of course, has resulted in a plethora of data, and consequently it has become difficult to integrate this abundance of information into a coherent body because of the artificial barriers that exist among different professional specialties. The purpose of this series is to bring together the available research studies into a coherent body of knowledge. Publications in this series are of interest to educators, clinicians and research scientists in the above-mentioned specialties. Some of the titles suitable for the Series are: fMRI, brain imaging techniques and reading skills, orthography and literacy; and research based techniques for improving decoding, vocabulary, spelling, and comprehension skills. This work is subject to copyright. All rights are reserved by the Publisher, whether the whole or part of the material is concerned, specifically the rights of translation, reprinting, reuse of illustrations, recitation, broadcasting, reproduction on microfilms or in any other physical way, and transmission or information storage and retrieval, electronic adaptation, computer software, or by similar or dissimilar methodology now known or hereafter developed. The use of general descriptive names, registered names, trademarks, service marks, etc. in this publication does not imply, even in the absence of a specific statement, that such names are exempt from the relevant protective laws and regulations and therefore free for general use. The publisher, the authors and the editors are safe to assume that the advice and information in this book are believed to be true and accurate at the date of publication. Neither the publisher nor the authors or the editors give a warranty, express or implied, with respect to the material contained herein or for any errors or omissions that may have been made.Printed on acid-free paper Springer International Publishing AG Switzerland is part of Springer Science+Business Media (www. springer.com) AbstractThe focus of this Springer Literacy Edition is to provide the most current research regarding instruction in the area of comprehension for middle and high school students. Each author of the first four chapters will focus on a core subject area in middle and high school and discuss the current research along with instructional implications for this particular population. Core subject areas are defined as social studies/history, science, English language arts, and mathematics. Three additional chapters on special educatio...

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Section: Foundational Understanding 3: Knowledge-based Competencies mentioning

confidence: 99%

Section: Foundational Understanding 3: Knowledge-based Competencies mentioning

confidence: 99%

Improving Reading Comprehension of Middle and High School Students

Santi¹,

Reed²

2015

Literacy Studies

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“…LM students often enter school with lower levels of early phonological, word reading, and oral language skills compared with their native English-speaking peers (August & Shanahan, 2006;Betts, Bolt, Decker, Muyskens, & Marston, 2009;Lesaux, 2006). A growing body of studies shows that when young LM students are provided with strong classroom or supplemental instruction in early reading skills, LM students "catch up" in these early reading skills (e.g., Chiappe & Siegel, 2006;Droop & Verhoeven, 2003;Lipka & Siegel, 2007).…”

Section: Reading Interventions For Lm Studentsmentioning

confidence: 99%

Efficacy of Supplemental Phonics-Based Instruction for Low-Skilled First Graders: How Language Minority Status and Pretest Characteristics Moderate Treatment Response

Vadasy

Sanders

2011

Scientific Studies of Reading

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We examined the efficacy of 20 weeks of individual supplemental phonics-based instruction for language minority (LM) and non-LM first graders. Students were designated LM if the primary home language was not English (otherwise non-LM). Those performing in the bottom half of their classroom LM/non-LM group in letter knowledge and phonological awareness were randomly assigned to treatment and control conditions. Treatment included alphabetics, decoding, and oral reading practice. Results showed that treatment students (n = 93) outperformed controls (n = 94) on 5 of the 6 posttests; however, LM students exhibited lower treatment response on passage reading fluency. Pretest word reading did not moderate treatment response, and LM students with greater baseline vocabulary showed greater treatment response on posttest word reading and spelling.A robust and well-differentiated body of research supports the effectiveness of classroom-based early reading interventions (e.g.,

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“…Data from the United States census of 2000 showed that 1 of every 5 public school students was a child of immigrants (Betts, Bolt, Decker, Muyskens, & Marston, 2009). Similarly, Klingner, Artiles, and Barletta (2006) cited 2002 data that showed 20% of people above age five spoke a language other than English in their homes and that 43% of general education classrooms had at least one student classified as an ELL.…”

Section: List Of Tablesmentioning

confidence: 99%

“…Because ELLs typically begin the school year at a much lower reading level than native English speakers, the reading gains made by an ELL may be drastic when compared to any student who began the treatment nearer the benchmark. There is a need to examine general education, mainstream classrooms due to the fact that a majority of studies include only native Spanish speaking ELLs or bilingual programs (Betts, Bolt, Decker, Muyskens, & Marston, 2009). …”

Section: Research Needsmentioning

confidence: 99%

Evaluating the effectiveness of response to intervention : comparing the reading achievement of ELLs and native English speakers.

Sapienza

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DEDICATIONThis dissertation is dedicated to my entire family whose time, patience, love, support, encouragement, and hugs helped me to persevere, and to my friend The results of this study showed that ELLs in schools implementing reading R TI were able to achieve predicted reading benchmark levels at the same rate as native English speakers in the same schools. Overall, the number of students reaching benchmark levels was nearly equal in RTI and comparison schools; however, RTI schools had a greater number of ELLs reaching the benchmark. ELLs in R TI schools made the greatest gains in reading scores between assessments as compared to all other groups in the study. The growing numbers of ELLs only increase the importance of effective reading instruction and assessment because reading relies on language learning, visual input (graphemes), and comprehension. The most crucial point in reading education is found in third-grade. It is here where students are expected to transition from learning to read toward reading to learn. Additionally, high-stakes testing generally begins in third-grade. VIIt is for these reasons that research in third-grade reading, especially with ELLs, is important. Theoretical PerspectiveMy inspiration for conducting this research came from two main sources. First, Iam an ESL teacher and ESL teacher educator. I understand the classroom teachers' needs on two levels, pre-service teacher preparation and daily attempts to meet the needs of ESL students. Historically, I believe that mainstream teachers have not been adequately prepared to meet the needs of students who are English language learners.Secondly, I believe student advocacy is one of the most important tasks of educators. This is especially true for elementary students and their families, who may have neither the experience nor voice of older students. ProblemThe growing population of non- , 2008). Whether due to a lack of ESL training, stress in responding to pressures for increasing student achievement, or teachers' cries for help, many teachers are quick to refer ELLs for special education programs. The referral process is complex for ELLs; however, Response to Intervention CRTI) provides a framework to address these issues in the regular classroom prior to referral to special education. Reading InterventionThe purpose of implementing R TI in reading is three fold: 1) identify struggling readers, 2) provide those students with specific instruction, and 3) assess their ongoing In this structured approach, a Tier 2 student would receive reading instruction twice and a Tier 3 student would receive reading instruction three times per day. Each additional tier has a smaller teacher to student ratio and is more focused on specific strategies.R TI has a rich history as a framework for reading remediation with students in special education programs and more recently with students in general education settings.The combination of R TI and ELLs is a recent phenomenon. It is for this reason that research such as this is in limited supply. Henc...

show abstract

Examining the role of time and language type in reading development for English Language Learners

Cited by 23 publications

References 33 publications

Improving Reading Comprehension of Middle and High School Students

Improving Reading Comprehension of Middle and High School Students

Efficacy of Supplemental Phonics-Based Instruction for Low-Skilled First Graders: How Language Minority Status and Pretest Characteristics Moderate Treatment Response

Evaluating the effectiveness of response to intervention : comparing the reading achievement of ELLs and native English speakers.

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