Core Strategies to Support English Language Learners

@article{Barr2012CoreST,
  title={Core Strategies to Support English Language Learners},
  author={Sheldon Martin Barr and Zohreh R. Eslami and R. Malatesha Joshi},
  journal={The Educational Forum},
  year={2012},
  volume={76},
  pages={105 - 117}
}
Abstract Reading and vocabulary instruction can serve as an instructional process to respond to English language learner (ELL) needs. The purpose of this review of literature was to determine whether reading and vocabulary instruction should be used as core strategies for supporting ELLs requiring interventions as a response to the Texas English Language Proficiency Assessment System. This review of the literature included peer-reviewed journals and other published studies. 

Improving Science Vocabulary of High School English Language Learners With Reading Disabilities

This study investigated the effects of a combined contextual and morphemic analysis strategy to increase prediction and analysis of science vocabulary words by three high school (9th–10th grade)

Repeated Reading with and without Vocabulary Instruction: Outcomes for English Language Learners

This dissertation aims to provide a history of educational psychology in the United States from 1989 to 2002, a period chosen in order to explore its roots as well as specific cases up to and including the year in which descriptions of “normalization” began to circulate.

Perceptions and Knowledge of Literacy Constructs by Elementary School Teachers of ELLs

Abstract Weak classroom instruction and low literacy levels of elementary school students are often associated with teachers who lack a basic understanding of the literacy constructs related to the

The Effects of Combining Peer-Assisted Learning Strategies and Incremental Rehearsal on Non-Spanish-Speaking English Language Learners' Reading Achievement

This dissertation aims to provide a history of educational psychology in the United States from 1989 to 2002, a period chosen in order to explore its roots as well as specific cases up to and including the year in which major changes in educational policy were made.

Reciprocal teaching : an exploration of its effectiveness in improving the vocabulary and reading comprehension of Key Stage Two pupils with and without English as an additional language

Background: The English National Curriculum identifies the acquisition of vocabulary as key to learning (DfE, 2015). Rich contexts provided by text produce robust vocabulary learning (National

Effects of Explicit Vocabulary Instruction On Reading Comprehension

This action research paper examines the relationship between explicit vocabulary instruction and reading comprehension, specifically with English Language Learners (ELL). The research took place in a

Effects of Explicit Vocabulary Instruction On Reading Comprehension

This action research paper examines the relationship between explicit vocabulary instruction and reading comprehension, specifically with English Language Learners (ELL). The research took place in a

Predictors of the Instructional Strategies that Elementary School Teachers Use with English Language Learners

Background/Context According to demographers, the number of English language learners (ELLs) in U.S schools has been increasing and is likely to continue to increase in coming years. For various

Using Academic Language to Level the Playing Field for English-Language Learners in Physical Education: Part 1

With the common core emphasis on English language art and mathematics skills, physical educators are faced with a challenging task. Educators, in general, are expected to identifying the language

Promising Instructional Practices for English Language Learners.

This study describes promising pedagogical practices for leveraging 1:1 mobile devices for ELLs and suggests developing a common vision for technology integration, using collaborative models of ELL teaching, and investing in professional development.

References

SHOWING 1-10 OF 85 REFERENCES

Research on Vocabulary Instruction in the Content Areas: Implications for Struggling Readers

ABSTRACT This article provides an overview of current knowledge about vocabulary teaching and learning—understandings that influence learning across different disciplines. Research on the teaching

The Critical Role of Vocabulary Development for English Language Learners

English language learners (ELLs) who experience slow vocabulary development are less able to comprehend text at grade level than their English-only peers. Such students are likely to perform poorly

A Reading Instruction Intervention Program for English-Language Learners Who Are Struggling Readers

We used a multiple baseline across students design to evaluate the effects of an intervention program consisting of vocabulary instruction, error correction, and fluency building on oral reading rate

Closing the gap: Addressing the vocabulary needs of English‐language learners in bilingual and mainstream classrooms

Gaps in reading performance between Anglo and Latino children are associated with gaps in vocabulary knowledge. An intervention was designed to enhance fifth graders' academic vocabulary. The

The cross-linguistic transfer of early literacy skills: the role of initial L1 and L2 skills and language of instruction.

Investigation of the development of early language and literacy skills among Spanish-speaking students in 2 large urban school districts, 1 middle-size urban district, and 1 border district suggests that pedagogical decisions for ELLs should not only consider effective instructional literacy strategies but also acknowledge that the language of instruction forSpanish-speaking ELLS may produce varying results for different students.

Native Spanish-speaking children reading in English : Toward a model of comprehension

A structural equation model of second language (L2; English) reading comprehension was tested on a sample of 135 Spanish-speaking 4th-grade English-language learners (ELLs). The model included 2

The Response to Intervention of English Language Learners at Risk for Reading Problems

The results indicated that more students who participated in the first-grade intervention in either Spanish or English met the established RTI standards than students who did not, and this finding was maintained through the end of second grade.

Effectiveness of an English Intervention for First‐Grade English Language Learners at Risk for Reading Problems

A first‐grade reading and language development intervention for English language learners (Spanish/English) at risk for reading difficulties was examined. The intervention was conducted in the same

Reciprocal Teaching of Reading Comprehension Strategies for Students with Learning Disabilities Who Use English as a Second Language

In this study, we investigated the efficacy of 2 related interventions on the reading comprehension of seventh and eighth graders with learning disabilities who used English as a second language. All

Breaking Down Words to Build Meaning: Morphology, Vocabulary, and Reading Comprehension in the Urban Classroom

Recent research supports what many teachers already know—that students with a developed understanding that words are combinations of meaningful parts tend to have better vocabularies and stronger
...