Accommodating English Language Learners With Language and Learning Disabilities in Bilingual Education Classrooms

Fletcher, Todd V.; Bos, Candace S.; Johnson, Lorri M.

doi:10.1207/sldrp1402_2

Cited by 27 publications

(17 citation statements)

References 13 publications

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“…A total of eight studies were located through this procedure for inclusion in this synthesis (DeBettencourt, 1999;DeSimone & Parmar, 2006;Fletcher, Bos, & Johnson, 1999;Leyser & Tappendorf, 2001;Maccini & Gagnon, 2006;Minke, Bear, Deemer, & Griffin, 1996;van Hover & Yeagar, 2003;Vaughn, Reiss, Rothlein, & Hughes, 1999). Findings were consistent with the previous synthesis (Scott et al, 1998) and revealed that teachers perceived the majority of instructional adaptations to be highly desirable and somewhat feasible, but reported being only fairly confident, prepared, and supported to implement instructional adaptations in their classroom.…”

Section: Studies To Determine the Effectiveness Of Instructional Adapsupporting

confidence: 53%

Students With Learning Disabilities

Mitchem¹,

Richards²

2013

Encyclopedia of School Health

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Section: Studies To Determine the Effectiveness Of Instructional Adapsupporting

confidence: 53%

Students With Learning Disabilities

Mitchem¹,

Richards²

2013

Encyclopedia of School Health

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“…It is promising to find that ELL students' perceptions of their school relationships were not significantly different than those of non-ELL students', given that previous research has indicated the important role that social support plays in ELL students' school experiences (Doherty and Hilberg, 2007;Fletcher et al, 1999;Gillanders, 2007;Morrison et al, 2003;Szpara and Ahmad, 2007). Indeed, these results suggest that there are certain conditions under which ELL students perceive their classrooms to be positive and supportive learning environments.…”

Section: Discussionmentioning

confidence: 88%

“…Lesson plans and assignments that allowed students to incorporate their home culture and language also contributed to ELL students' academic progress (Doherty & Hilberg). Fletcher, Bos, and Johnson (1999) compared the accommodation practices of teachers in bilingual education classrooms and general education classrooms for ELL students with learning disabilities. They found that the achievement of ELL students is increased and classroom cohesion and social support are promoted when the classroom has a positive and cooperative learning environment in which teachers grouped students together to complete assignments and incorporated students' culture and language into the curriculum (Fletcher et al, 1999).…”

mentioning

confidence: 99%

“…Fletcher, Bos, and Johnson (1999) compared the accommodation practices of teachers in bilingual education classrooms and general education classrooms for ELL students with learning disabilities. They found that the achievement of ELL students is increased and classroom cohesion and social support are promoted when the classroom has a positive and cooperative learning environment in which teachers grouped students together to complete assignments and incorporated students' culture and language into the curriculum (Fletcher et al, 1999). Gillanders (2007) conducted a case study of a classroom composed of ELL and non-ELL students and determined that the teacher's strong relationship with her students enhanced the ELL students' social status and vocabulary skills.…”

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confidence: 99%

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English language learners' and non–English language learners' perceptions of the classroom environment

LeClair

Doll

Osborn

et al. 2009

Psychology in the Schools

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This study examines the degree to which English language learners' (ELL) descriptions of classroom supports for learning are similar to or different from the descriptions of non-ELL students. Specifically, the study compared the classroom perceptions of ELL students and general education students using the ClassMaps Survey (CMS), which includes indices of classroom relationships (teacher-student, peer, and home-school) and supports for self-regulation (self-efficacy, self-determination, and self-control). It was hypothesized that the CMS subscale scores would differ for the two student groups. Results indicated that ELL students rated themselves significantly lower in academic efficacy and rated their classmates as more likely to follow class rules compared to the ratings of non-ELL students. Implications for practical application of the results and suggestions for future research are discussed. C 2009 Wiley Periodicals, Inc.English language learners (ELLs) represent a growing segment of students in the United States. In fact, non-English-speaking students are the fastest growing subgroup of students among the public school population, with their numbers increasing by approximately 10% each year (Kindler, 2002;McCardle, Mele-McCarthy, Cutting, Leos, & D'Emilio, 2005). An estimated 5.5 million students attending public school in the United States speak a language other than English as their first language (McCardle et al.).The U.S. Department of Education describes ELL students as those who did not grow up in a primarily English-speaking setting and lack the skills necessary to learn in an English-only environment. In particular, students who qualify for ELL services must have been raised in a setting where English is not the dominant language (National Center for Education Statistics, 2006). To qualify for ELL services, students for whom English is not their first language must demonstrate that they are unable to learn successfully in English-dominant classrooms, due to insufficient Englishlanguage reading, writing, speaking, or listening skills.Unfortunately, many ELL students are not succeeding in U.S. classrooms, despite receiving additional support services. ELL students have lower levels of academic achievement and higher rates of poverty, mobility, and high school noncompletion than students proficient in English (McCardle et al., 2005;

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“…Likewise, because reading fluency is a key component of effective reading instruction for early readers (Armbuster et al 2001) and because manualized intervention programs may offer important advantages for schools and teachers, specific research is needed to evaluate manualized programs that have potential to improve ELLs' reading fluency. This need for research is also highlighted by survey results showing that many teachers report having limited knowledge, time and resources related to reading instruction for ELLs, which leave them unsure of how to intervene with ELLs experiencing reading problems (Fletcher et al 1999).…”

Section: Introductionmentioning

confidence: 99%

Effects of the Helping Early Literacy with Practice Strategies (HELPS) Reading Fluency Program with Latino English Language Learners: A Preliminary Evaluation

et al. 2012

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The Helping Early Literacy with Practice Strategies (HELPS) Program was developed by integrating 8 evidence-based fluency-building instructional strategies into a structured program that can be feasibly implemented by educators. The HELPS Program has been shown in previous research to significantly improve elementary-aged students' reading abilities, but the effects of HELPS have not been evaluated with an important and increasing sub-population of U.S. students, English language learners (ELLs). As such, the purpose of this control group comparison study was to evaluate HELPS with Latino ELLs. Findings showed that ELLs who received HELPS scored significantly higher than the control group on standardized measures of fluency and comprehension. Although this study represents an initial attempt to understand the effects of HELPS with ELLs, the findings have implications for educators and researchers who work with ELLs.

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Accommodating English Language Learners With Language and Learning Disabilities in Bilingual Education Classrooms

Cited by 27 publications

References 13 publications

Students With Learning Disabilities

Students With Learning Disabilities

English language learners' and non–English language learners' perceptions of the classroom environment

Effects of the Helping Early Literacy with Practice Strategies (HELPS) Reading Fluency Program with Latino English Language Learners: A Preliminary Evaluation

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