Language and Reading Interventions for English Language Learners and English Language Learners with Disabilities

Autor/inn/en	Rivera, Mabel O.; Moughamian, Ani C.; Lesaux, Nonie K.; Francis, David J.
Institution	Center on Instruction; University of Houston, Texas Institute for Measurement, Evaluation, and Statistics
Titel	Language and Reading Interventions for English Language Learners and English Language Learners with Disabilities
Quelle	(2009), (64 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	English (Second Language); Second Language Learning; Reading Instruction; Intervention; Language Proficiency; Learning Disabilities; Reading Difficulties; Identification; Response to Intervention; Early Intervention; Direct Instruction; Peer Teaching; At Risk Students; Vocabulary Development; Teaching Methods + Suchen Sie Ihr Suchwort? English as second language; English; Second Language; Englisch als Zweitsprache; Zweitsprachenerwerb; Leseunterricht; Language skill; Language skills; Sprachkompetenz; Learning handicap; Lernbehinderung; Reading difficulty; Leseschwierigkeit; Identifikation; Identifizierung; Direct instructional procedues; Direct instructional approach; Unterrichtsverfahren; Peer group teaching; Peer Group Teaching; Wortschatzarbeit; Teaching method; Lehrmethode; Unterrichtsmethode
Abstract	This publication explores issues and makes recommendations related to meeting the needs of English learners with limited language proficiency or learning disabilities, or both. The authors begin by noting the current federal policy context in which this discussion of reading instruction and interventions for English language learners (ELLs) occurs. Then they discuss how English language learners are identified and classified and raise related assessment issues. They follow that with a discussion of issues in identifying English language learners with disabilities and concerns associated with assessing ELLs' academic achievements and their language proficiency accurately. Finally, they review recent research on instruction and interventions for ELLs and offer recommendations for interventions in the context of the Response to Intervention model. They close with some consideration of professional development issues. Appended are: (1) Studies on interventions for children identified with disabilities; and (2) Intervention for students identified as at risk. (Contains 2 tables and 9 footnotes.) (ERIC).
Anmerkungen	Center on Instruction. Available from: RMC Research Corporation. 1000 Market Street Building 2, Portsmouth, NH 03801. Tel: 800-258-0802; Tel: 603-422-8888; e-mail: COI-Info@rmcres.com; Web site: http://www.centeroninstruction.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10