Developing Literacy in English Language Learners: Findings From a Review of the Experimental Research

August, Diane; McCardle, Peggy; Shanahan, Timothy

doi:10.17105/spr-14-0088.1

Cited by 39 publications

(30 citation statements)

References 38 publications

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“…Vadasy and Sanders (2011) suggest that when a school's reading program is already strong in phonics, at-risk ELs may potentially benefit from interventions that target reading comprehension through enhancing oral language skills (see August et al 2014). The blended learning approach in this study helps build comprehension first through listening comprehension activities designed to enhance vocabulary and an understanding of story structure (e.g., main idea, sequencing) and then progresses to reading comprehension strategies in later grades.…”

Section: Benefits Of Blended Learningmentioning

confidence: 95%

Efficacy of a blended learning approach to elementary school reading instruction for students who are English Learners

Kazakoff¹,

Macaruso

Hook³

2017

Education Tech Research Dev

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U.S. Department of Education data continually indicate that students who are English Learners (ELs) underperform in reading compared to students who are not English Learners (non-ELs). This study examined whether a personalized, adaptive blended learning approach can support reading development in ELs and non-ELs. There were 442 ELs and 442 non-ELs matched on grade level, beginning-of-year aimsweb tier status, and placement level in the blended learning program (Lexia Reading Core5 Ò ). After 1 year, both groups showed significant gains on aimsweb with no differences between groups for kindergarten, and second through fifth grade. In first grade, students who are ELs outperformed students who are nonELs. For students who continued the blended learning program for 2 years, ELs and non-ELs showed similar changes in aimsweb tier status. Notable reduction in the percentage of students identified as at-risk for reading failure was found in both the EL and non-EL groups.

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Section: Benefits Of Blended Learningmentioning

confidence: 95%

Efficacy of a blended learning approach to elementary school reading instruction for students who are English Learners

Kazakoff¹,

Macaruso

Hook³

2017

Education Tech Research Dev

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“…ELLs require explicit instruction and practice with all the components of literacy, as well as additional instructional exposure because they lack the oral proficiency in English of native speakers—the framework on which English literacy skills can be built (Francis, Lesaux, & August, ). August, McCardle, and Shanahan () identify as additional features required: increased repetition, exposure to, and reinforcement of content; appropriate teacher scaffolding; and use of the children's first language to support teaching. Cross‐linguistic transfer in learning to read is more likely to occur if the orthographies are similar and share common grain sizes (Bialystok, McBride‐Chang, & Luk, ).…”

Section: Reading Always Depends On Oral Language Developmentmentioning

confidence: 99%

Working Toward a More Literate World: Reading Intervention Commentary

Lovett

2017

New Directions for Child and Adolescent Development

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This issue of New Directions for Child and Adolescent Development summarizes recent and ongoing work to establish evidence-based practices in early reading instruction and intervention and to improve access to and quality of literacy programs in low- and middle-income countries. The authors describe projects of varying sizes and goals, conducted in multiple sites in Africa, the Middle East, Asia, and Latin America. What is immediately striking is the commitment to documenting the efficacy and effectiveness of these programs using wherever possible the methodological standards of intervention science and education research. Often thousands of children and hundreds of schools have been included despite the challenges involved. Data from these projects have informed plans for future programming in these countries, and results from large scale-ups have provided insight into the most important factors necessary for scale-up and sustainability. In this article, I present, in the context of an overview of the sum of these articles, my own thoughts on their importance and implications.

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“…According to August et al (2014), literacy development is dependent on the larger social context through which there is a mutual contribution of all individuals to the knowledge system within a culture. Literacy practices are unique to specific cultures and even communities.…”

Section: Literacy Developmentmentioning

confidence: 99%

“…Besides, discrepancies in literacy experiences will have a negative impact on other academic areas (August et al, 2014;Carson et al, 2015;Driver et al, 2014;Etmanskie et al, 2014;Hammond, 2015;Khonamri & Roostaee, 2014;Kruse et al, 2015;Mena & Chapetón, 2014;Tsuji & Doherty, 2014).…”

Section: Literacy Developmentmentioning

confidence: 99%

The Effect of a Suggested Multisensory Phonics Program on Developing Kindergarten Pre-service Teachers' EFL Reading Accuracy and Phonemic Awareness

Ghoneim¹,

Elghotmy²

2015

ELT

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The current study investigates the effect of a suggested Multisensory phonics program on developing kindergarten pre-service teachers' EFL reading accuracy and phonemic awareness. A total of 40 fourth year kindergarten pre-service teachers, Faculty of Education, participated in the study that involved one group experimental design. Pre-post tests were administered to assess the participants' phonics skills. The results showed that the suggested Multisensory Phonics program was effective in developing kindergarten pre-service teachers' EFL reading accuracy and phonemic awareness.

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Developing Literacy in English Language Learners: Findings From a Review of the Experimental Research

Cited by 39 publications

References 38 publications

Efficacy of a blended learning approach to elementary school reading instruction for students who are English Learners

Efficacy of a blended learning approach to elementary school reading instruction for students who are English Learners

Working Toward a More Literate World: Reading Intervention Commentary

The Effect of a Suggested Multisensory Phonics Program on Developing Kindergarten Pre-service Teachers' EFL Reading Accuracy and Phonemic Awareness

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