Including English Learners in a Multitiered Approach to Early Reading Instruction and Intervention

Autor/inn/en	Fien, Hank; Smith, Jean Louise M.; Baker, Scott K.; Chaparro, Erin; Baker, Doris Luft; Preciado, Jorge A.
Titel	Including English Learners in a Multitiered Approach to Early Reading Instruction and Intervention
Quelle	In: Assessment for Effective Intervention, 36 (2011) 3, S.143-157 (15 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1534-5084
DOI	10.1177/1534508410392207
Schlagwörter	Early Reading; Second Language Learning; Minority Group Children; Reading Instruction; English (Second Language); Intervention; Reading Research; Student Evaluation; Screening Tests; Teaching Methods; Learning Strategies + Suchen Sie Ihr Suchwort? Frühlesen; Zweitsprachenerwerb; Leseunterricht; English as second language; English; Second Language; Englisch als Zweitsprache; Leseforschung; Schulnote; Studentische Bewertung; Screening-Verfahren; Teaching method; Lehrmethode; Unterrichtsmethode; Learning methode; Learning techniques; Lernmethode; Lernstrategie
Abstract	Delivering high-quality reading instruction to English language learners (ELLs) in the early grades is one of the most challenging issues facing schools. The report of the National Literacy Panel on Language-Minority Children and Youth (NLP; August & Shanahan, 2006) defined "English language learners" as students who come from language backgrounds other than English and whose proficiency is not developed enough to where they can profit fully from English-only instruction. This article reviews the research on and provides a framework for integrating assessment and early reading instruction in a unified tiered approach that includes English language learners (ELLs). The authors begin with a review of the research for implementing the guiding principles of the tiered framework with ELLs, including (a) screening and progress monitoring for ELLs, (b) delivering explicit and systematic reading instruction for ELLs, and (c) structuring reading instruction within a multitiered approach. (Contains 1 figure.) (ERIC).
Anmerkungen	SAGE Publications and Hammill Institute on Disabilities. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: http://sagepub.com
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10