Effects Of Explicit Reading Comprehension Strategy Instruction For English Learners With Specific Learning Disabilities

Jozwik, Sara

doi:10.30707/etd2015.jozwik.s

Cited by 6 publications

(16 citation statements)

References 132 publications

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“…Both teacher- and computer-led versions of the intervention incorporated instructional strategies that are beneficial for ELs, such as immediate affirmative and corrective feedback, frequent practice opportunities, and discussion of the text (Ehara, 2009 ; Jozwik, 2015 ; Taboada & Rutherford, 2011 ), suggesting that the difference in the influence of language status across instruction modalities may be due to inherent differences in teacher-led instruction (both for the inference intervention and BAU instruction) versus computer-delivered instruction. Computer-delivered instruction was limited to a standard delivery of affirmative feedback and corrective feedback that included the explanation of one incorrect example, which may not be sufficient for ELs.…”

Section: Discussionmentioning

confidence: 99%

The influence of student engagement on the effects of an inferential reading comprehension intervention for struggling middle school readers

2021

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Section: Discussionmentioning

confidence: 99%

The influence of student engagement on the effects of an inferential reading comprehension intervention for struggling middle school readers

2021

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“…The social interactionist theory of language acquisition places more emphasis on learning language through more informal situations such as discussions. Peer-mediated instruction (PMI) has been demonstrated as effective with ELs (Calhoon, Otaiba, Cihak, King, & Avalos, 2007;Choi, Oh, Yoon, & Hong, 2012;Jozwik & Douglas, 2017a;McMaster, Kung, Han, & Cao, 2008;Sáenz, Fuchs, & Fuchs, 2007) which occurs through Peer Assisted Learning Strategies (PALS) or Cooperative Learning Structures (CLS). PMI was developed and utilized within the field of autism as a way for typically-developing students to interact and help individuals with autism to learn new social skills through increasing social opportunities within the natural environment (English, Goldstein, Shafter, & Kaczmarek,1997;Odom et al, 1999;Strain & Odom, 1986).…”

Section: Social Interactionist Theory Of Language Acquisitionmentioning

confidence: 99%

“…Stephanie Gardiner-Walsh, thank you for recommending Amazon Word Transcription and helping me navigate through that by responding quickly to text messages. (Jozwik & Douglas, 2017a). Approximately 4.8 million students in U.S. public schools speak a language other than English in the home (National Center for Education Statistics [NCES], 2013).…”

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confidence: 99%

Knowledge, Concerns, And Interventions Related To D/deaf English Learners

Turner¹

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like way and uses many different sounds, including sounds that begin with p, b, and m Babbles when excited or unhappy 7 months to 1 year Babbles using long and short groups of sounds ("tata, upup, bibibi") Babbles to get and keep attention *Individuals who are D/HH will begin babbling between 4 and 6 months and stop between 7 to 9 months Has one or two words by first birthday 1 to 2 years Acquires new words on a regular basis Uses some one-or two-word questions (Where's doggie?) Puts two words together (more doggie) 2 to 3 years Has a word for almost everything Uses two-or three-word phrases to talk about and ask for things Speaks in a way that is understood by family members and friends 3 to 4 years Answers simple, "Who, what, where, and why?" questions Talks about activities at daycare, preschool or friends' home Uses sentences with four or more words 4 to 5 years Uses sentences that give many details Communicates easily with other children and adults Uses adult grammar

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“…The strategies selected for the MAPP tools are grounded in demonstrated effective reading comprehension approaches for students with LD who are EB (Chiang & Liu, 2011; Haagar & Windmueller, 2001; Jozwik & Douglas, 2017; Orosco & O’Connor, 2014; Sáenz et al, 2005; Santoro et al, 2006). However, what is important across all studies was the interactive nature of how teachers taught and students utilized these strategies.…”

Section: Interactive Reading Comprehension Strategiesmentioning

confidence: 99%

Reading Comprehension Strategies for Students With Learning Disabilities Who Are Emergent Bilingual

Sarisahin

2020

Intervention in School and Clinic

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Teachers of students with learning disabilities (LD) who also are emergent bilingual (EB) are tasked with meeting students’ individual learning needs and developing academic language. Teachers require specialized knowledge in second-language acquisition and the specific learning strategies to support students’ learning disabilities. Reading comprehension skills are the foundational skills that students with LD who are EB most often need to improve. When working with students, research-based reading strategies to support their reading comprehension skills are critical, but must also support students’ developing English proficiency. This article identifies research-based reading comprehension strategies supportive of developing English proficiency that may be implemented for students with LD who are EB in the elementary grade levels. A self-evaluation tool is provided to guide teachers in helping their students to improve their reading comprehension skills while supporting their language development.

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Effects Of Explicit Reading Comprehension Strategy Instruction For English Learners With Specific Learning Disabilities

Cited by 6 publications

References 132 publications

The influence of student engagement on the effects of an inferential reading comprehension intervention for struggling middle school readers

The influence of student engagement on the effects of an inferential reading comprehension intervention for struggling middle school readers

Knowledge, Concerns, And Interventions Related To D/deaf English Learners

Reading Comprehension Strategies for Students With Learning Disabilities Who Are Emergent Bilingual

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