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

Vaughn, Sharon; Mathes, Patricia G.; Linan‐Thompson, Sylvia; Cirino, Paul T.; Carlson, Coleen D.; Pollard-Durodola, Sharolyn D.; Cárdenas-Hagan, Elsa; Francis, D.

doi:10.1086/510653

Cited by 116 publications

(75 citation statements)

References 27 publications

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“…We created a phonological awareness (PA) composite from the subtest scores, and branching rules enabled us to shorten testing time, based on empirical modeling of performance on this test using item-response methods (Schatschneider, Francis, Foorman, Fletcher, & Mehta, 1999), as well as work in the parent project examining the properties of this assessment in a larger sample (n ‫ס‬ 1,600) of bilingual students. Further details on the computation and use of this PA composite are available in Vaughn et al (2006).…”

Section: Methodsmentioning

confidence: 99%

Teacher Characteristics, Classroom Instruction, and Student Literacy and Language Outcomes in Bilingual Kindergartners

Cirino

Pollard-Durodola

Foorman

et al. 2007

The Elementary School Journal

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Section: Methodsmentioning

confidence: 99%

Teacher Characteristics, Classroom Instruction, and Student Literacy and Language Outcomes in Bilingual Kindergartners

Cirino

Pollard-Durodola

Foorman

et al. 2007

The Elementary School Journal

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“…Her instruction is explicit and contextualized which supports students' understanding and acquisition (Craig 2006). Research on effective teaching has clearly demonstrated that effective teachers explicitly teach what students need to know (Piasta et al 2009;Taylor et al 2002), and several recent studies indicate that explicit instruction is essential to early literacy development for young ELLs (Genesee and Riches 2006;Geva and Zadeh 2006;McCarthey et al 2004;Shanahan and Beck 2006;Vaughn et al 2006).…”

Section: Providing Explicit Instructionmentioning

confidence: 99%

Using Interactive Writing Instruction with Kindergarten and First-Grade English Language Learners

Williams

Pilonieta

2012

Early Childhood Educ J

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“…In addition, techniques unique to the needs of ELL students are important for their success, such as the use of concrete gestures; visual aids; consistent routines, phrases, and language; interactive and engaging instruction; scaffolding; and explanations using known or "native" phrases (Ediger, 2000;Mathes et al, 2007). Many researchers are examining other ways to augment the academic progress of ELL students through the use of various school-based instructional interventions (Chiappe, Siegel, & Wade-Woolley, 2002;Fletcher, Coulter, Reschly, & Vaughn, 2004;Graves, Gersten, & Haager, 2004;Gunn, Biglan, Smolkowski, & Ary, 2000;Linan-Thompson, Vaughn, Hickman-Davis, & Kouzekanani, 2003;Vaughn et al, 2006). …”

mentioning

confidence: 99%

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;

show abstract

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

Cited by 116 publications

References 27 publications

Teacher Characteristics, Classroom Instruction, and Student Literacy and Language Outcomes in Bilingual Kindergartners

Teacher Characteristics, Classroom Instruction, and Student Literacy and Language Outcomes in Bilingual Kindergartners

Using Interactive Writing Instruction with Kindergarten and First-Grade English Language Learners

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

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