Pray, L. (2005). How well do commonly used language instruments measure English oral-language proficiency? Bilingual Research Journal,29(2), 387-409,500. doi: 914809711
The purpose of this study was to assess the validity of different oral language assessments. The population included 4th and 5th grade students, 20 English as a second language and 20 Native English speakers. Students were assessed on each of the three assessments by one researcher. All students passed one assessment, no child scored fluent on the second assessment, and the final assessment resulted in mixed scores. It is not realistic to use a test for special education assessment in which a normally-developing, Native English speaking child could not attain a proficient status. Reading professionals need to be aware of limitations of standardized tests and need pilot assessments before using them for placement purposes.
(Chuck Mann)
=Burns, Matthew & Helman, Lori. (2008). What Does Oral Language Have to Do With It? Helping Young English-Language Learners Acquire a Sight Word Vocabulary. Reading Teacher, 62 (1), 14-19. The purpose of this study was to find out if there is a significant relationship between English proficiency and acquisition rates of English sight words for students who are ELL. The population included 43 second graders with Hmong-speaking backgrounds who received ELL services at school. They broke the students up into three groups based on their oral English Proficiency levels. The study found that students who were in the high to middle English Proficiency group had a higher acquisition rate than the lowest group but were not very different from each other. Reading professionals should be aware of the power of differentiating instruction based on English proficiency levels and how important it is to incorporate language learning within skill instruction. Teachers should take into consideration the English Proficiency level when introducing new vocab. Johnson, John. (2005). Formatively Evaluating the Reading Progress of First-Grade English Learners in Multiple-Language Classrooms. Remedial & Special Education, 26 (4), 215-225. The purpose of this study was to find out if it was best to use ORF and NWF as a progress measure for English Language learners. The population included an urban school district consisting of nine first-grade teachers that taught in multiple-language settings. The study weekly tested the groups of students using ORF and NWF progress monitoring tools during a 6 week period. They found that practice on fluency measures appears to be the strongest factor in fluency progress. Reading professionals should be aware that the early use of the progress measures in fluency such as Dibels, with ELL students can be a valid sign for possible intense preventative intervention that can assist in preventing future misplacement of some ELs in special education.
Jitendra, Asha, Sacks, Gabriell, Santoro, Lana, & Starosta, Kristin.(2006) Reading Well With Read Well: Enhancing the Reading Performance of English Language Learners. Remedial & Special Education, 27 ( 2), 105-115.
This article looked at a previous study on the use of a commercial program called Read Well and was examining its potential with low ELL students. The population included 4 second-grader ELL students (two boys and two girls) attending an elementary school in the Northeastern, United States. The intervention focused on changes in reading content skills, such as phonological awareness and alphabetic skills, and comprehension. The students participated on average 30 min of instruction per lesson. In conclusion, the study found that there needs to be further investigation of the benefits of the Read Well program for ELL students and at-risk readers. Reading specialist who are considering the possibility of purchasing the Read Well program might want to look at newer studies before buying this product. A few things the researchers noted about the lacking features of this program was the absence of personalization of content for students and expanding student knowledge of new vocabulary or reading comprehension. ( Kim Paulson)===========================================================================================================
Annotation #1 Brown, Clara, Broemmel, Amy. (2011) Deep Scaffolding: Enhancing the reading experiences of English Language Learners. New England Reading Association Journal, vol. 46, Iss.2, 34-40. The purpose of this research was to show the importance of deep scaffolding to improve reading comprehension with ELL students. This study was based on SAT-9 reading score comparisons of 2nd-8th grade studetns in California. It was reported that all students, regardless of their native language made score increases from year to year, but the "gap" was not closing. This research shows that deep scaffolding enhances the ELL's reading experience and they not only improve, but the gap begins to close. The article continutes to explain what exactly researchers mean by deep scaffolding. The process includes three steps and teachers/reading specialists should be very aware of the specific guidlines in order to expect significant results.
Annotation #2 Hill, Susan. (2009). Oral Language and Beginning Reading: Exploring Connections and Disconnections. Forum on Public Policy. The purpose of this study was to explore the connections between children's oral lanuage vocabulary and reading of written language. The research included students in their first year of school in a socioeconomically diverse community. The results from this study showed disconnections between children's receptive oral language vocabulary and early/emergent reading. ELL children scored low on oral language vocabulary and high on reading leveled texts. Children with high oral vocabulary scores scored low on reading leveled texts and a small group scored low in both areas. Data collection included assessment in phonolgical awareness, receptive vocabulary, reading levels, observation and interveiws. Researchers visited the teacher's classrooms each week for over 12 months. Contrary to what the researchers predicted, there was a very weak relationship between oral language development and reading. Professionals should be aware that researchers tie this finding to the fact that oral and written language is VERY different from one another and it's more likely that written language models syntax and vocabulary that can THEN be used to enhance oral language.
Annotation #3 Lukin, Christine and Estraviz, Linda. (2010) The Relationship Between Severe Oral Language Impairment and Progress with Reading Intervention. Australian Journal of Language and literacy, vol. 33, Iss. 2, 126-133. The purpose of this study was to establish the effectiveness of reading interventions with students with severe receptive language impairment (SRLI). There were six students involved in a reading intervention program (Reading Recovery) that participated in this study. After completing the program all six were identified as having SRLI. These students attended individual sessions approximately four times a week with Reading Recovery trained teachers. The study showed that the students with SRLI scored significantly below the mean book level upon exit and were in the program for much longer than the students without SRLI. The researchers concluded that SRLI students have trouble learning to read because of a lack of phonological awareness. Professionals should keep in mind that this study included only six children. Meghan Smith
My Name Is Maria: Supporting English Language Learners in the Kindergarten General Music Classroom, Martina Miranda, General Music Today 2011 24: 17 originally published online 10 February 2010
This article focused on ways music teachers can support oral language development for ELL students using authentic songs, chants, and play-based experiences. Good teaching is powerful and the classroom environment is a critical factor for all students. The use of supportive strategies within an inclusive classroom community will help all students, even if the strategies were selected with ELL students in mind. Relevant application – music teachers can gain an understanding of ELL strategies and use appropriate instructional practices that support oral language acquisition for ELL students and all learners. (Heidi Quimby)
First, you have to hear it! ESL oral language practice.(English as second language, Randall's ESL Cyber Listening Lab ). ; , Language, Learning & Technology,9.3 (Sept 2005): p4(5).
This article focuses on the idea that oral language development needs two important elements in order to be successful: comprehensible input (CI) and social interaction. The relationships among the four skills of listening, speaking, reading, and writing are complex, suggesting a scaffolding of mutual support. Using audio recordings in a situation with pre- and post-listening activities help make oral language more understandable. Relevant application – audio-based second language learning activities can also incorporate written components and interactive conversation practices as well. (Heidi Quimby)
What Does Research Say about Effective Practices for English Learners? Part II: Academic Language Proficiency, ; , , v46 n2 p60-65 Win 2010.
This article addresses the idea that academic language differs from everyday language and knowing the difference is important for successful academic instruction. Fluency in academic language is critical for academic achievement. Most ELL students eventually obtain adequate conversational language skills, but they often lack the academic language skills that are important for high levels of achievement in the content areas. Relevant application – whether students are in primary language or English-only programs, teachers must focus on providing them with the academic language skills in English that they will need to succeed in school and beyond. (Heidi Quimby)
Annotation #1 Purdy, Joyce. (2008) Inviting Conversation: Meaningful Talk about Texts for English Language Learners. Literacy, vol. 42 (1), 44-51.
The study done by Joyce Purdy illustrates how conversations around texts during reading activities can help shape and extend the meaning of the text for all students, but especially for ELL students. Purdy suggests four ways for teachers to structure meaningful conversations and engage all learners: through questioning, teaching vocabulary, engaging in collaborative talk, and recognizing that the culture and identity of the child are important to literacy learning. Purdy uses Vygotsky’s proposal that learning is a socially situated activity where language is fundamental to thinking and it is through talk with others that one can reach higher mental functioning. Reading specialists/teachers should provide a social environment where ELL students are given opportunities to interact with proficient speakers of English and are encouraged to communicate and be understood in authentic ways that acknowledge, consider, and build on a student’s home culture. Encourage ELL students to share their first language and cultural stories. Reading teachers should not dominate the conversation during guided reading, but rather make more time available for discussion where students play a more leading role. Reading teachers should also keep in mind that just because an ELL student is able to converse fluently in conversational English does not mean there is not a shortfall in word knowledge. New vocabulary should be linked to known words, be reviewed many times, and be limited to seven or fewer words in any one lesson. Allowing time for talk in meaningful ways, in a respectful learning environment, can benefit all learners, but especially English language learners. (Gail Jung)
Annotation #2 Ogle, D., & Correa-Kovtun, A.. (2010). Supporting English-Language Learners and Struggling Readers in Content Literacy With the "Partner Reading and Content, Too" Routine. The Reading Teacher,63(7), 532-542.
This article describes the Partner Reading and Content, Too (PRC2) routine which provides a scaffold for English-language learners developing skill in reading and learning with informational texts by incorporating the key principles that research has shown to support these learners. Ogle and Correa-Kovtun and their team established five key research-based priorities for their work: 1. Students need to read daily from materials at their instructional or independent reading level if they are going to improve as readers. This means that classrooms need to make available materials at a range of reading levels in the content being studied. 2. Students need regular opportunities to talk and use academic vocabulary to make the concepts their own and to internalize the new ways of expressing ideas. 3. Learning is enhanced when students ask and answer their own questions. An inquiry approach to learning helps students become metacognitive and take ownership of their learning. 4. Factual knowledge is important in content learning; however, students need regular opportunities to think at higher levels. Time for reflection and sharing of points of view help students clarify ideas and deepen their understanding. 5. Students need to be guided in using informational texts and textbooks. Learning to identify and use external text features and internal text structures are tools that need to be taught in the intermediate grades. Strategies for reading carefully, making notes of new ideas, and blending visual and narrative content are also necessary. They named their routine PRC2 to distinguish it from other forms of partner or buddy reading. In PRC2, student pairs have similar reading levels and interests, and the focus is on content learning. A key to the process is that students are given enough time to read and reread the texts carefully and to talk in a safe environment with their partner about the ideas. Students need to understand that PRC2 is designed so they can deepen their understanding of the unit content and practice using the important academic vocabulary. Central to PRC2 is that students take seriously their roles as readers and discussers. Reading specialists/teachers can use PRC2 with ELL students. PRC2 utilizes research-based best practices. The authors also discuss specific challenges students and teachers encountered and the ways they addressed them. (Gail Jung)
Annotation #3 Beckman, Angela R. & Anthony. (2008). Output Strategies for English-Language Learners: Theory to Practice. The Reading Teacher,61(6), 472-482.
This article explores classroom-based teaching strategies for ELLs that target output (expressive language, access and production). It provides specific application of the output theory to classroom practices. Strategies for creating environments that encourage output are described in four areas: collaborative conversations, vocabulary, writing, and reading. To maximize opportunities for output in collaborative conversations, interactions should have a communicative goal, and students should be expected to contribute to the conversation. “Robust” vocabulary instruction is recommended. Robust instruction involves engaging students with word meanings and providing opportunities for children to actively deal with meanings of new vocabulary words after they have been introduced. Daily opportunities for writing should be provided, and children should be given opportunities to read aloud what they have written. By encouraging review of written work, children will have opportunities to notice errors or areas in which they need support to improve the expression of their ideas. In terms of output, several opportunities exist within the reading of text to “push” students in their language use. Choral reading of text gives students the opportunity to hear fluent reading and at the same time participate in production of language. Books can also be a source of text for Readers Theatre, which provides an opportunity for noticing and reflecting on language. Think-alouds can also be an effective strategy for ELLs. Strategies for interacting with text should be used before, during, and after reading. Reading teachers who work with ELLs, must expect children to not only attend to input but also to produce output as well. They need to offer opportunities for output in each of the areas listed above. (Gail Jung)
1. Dockrell, Julie, Stuart, Morag and King, Diane. 2010. Supporting early oral skills for English language learners in inner city preschool provision. British Journal of Educational Psychology 497-515. The Purpose of this study was to report the development of an oral language intervention for young students who come to school with low levels of profiencency in the English oral language. 144 children were part of this test in three different inner city schools where the area of London had a high poverty rate. “The intervention had a significant effect on vocabulary, oral comprehension, and sentence repetition but not narrative skills.” It was found that with intensive interaction in instruction there can be a difference made in skills and oral language.
2. Lukin, Christine & Estraviz. 2010. The relationship between severe oral language impairment and progress with reading intervention. Australian Journal of Language and Literacy 126-133. This article discusses the relationship between severe receptive language impairment and the response to reading. The students in this study have been diagnosed with severe receptive language delay. They have poor performance in reading and have specific struggles with semantics and phonological awareness but work very hard at trying to understand the meaning of the language. Thus, leaving the student very little to focus on the whole sentence. In the reading recovery program students attend individual sessions four times a week working with trained teachers. During this time students work on comprehension of text, construction of messages in writing and meta-cognitive strategies such as self-monitoring. Almost 90% of students made significant gains by participating in the Reading Recovery program.
3. Kirkland, Lynn and Patterson, Janice. 2005. Developing Oral Language in Primary Classrooms. Early Childhood Education Journal. 391-395. This article indicates how children succeed or struggle in school due to the amount of oral language in school. The authors argues that oral language should be the primary focus for instruction in school and they suggest that teachers should both implicitly and explicitly teach children language by including the environment in which they are in, have engaging material and have connecting/appropriate activities. They conclude by saying that literacy development is the key indicator of how well they well they will be as a reader. The more diverse our country becomes, the need for oral language experiences will increase. Cristina Benz
Annotation # 1 Coleman, R., & Goldenberg, C. (2011). Promoting literacy development. The Education Digest, 76(6), 14-19. doi: 2254607661 This article focuses on the teaching strategies that would not only be beneficial for ELL students, but that would be helpful for all students. These strategies range from explicit phonics instruction to enriched, high level literacy experiences. Teachers should use a multifaceted approach to literacy instruction to increase content knowledge and oral language skills, including vocabulary, through modeling, connecting to original language and culture, and through interactive teaching. Some modifications and adaptations to instruction that are effective include: clear, focused systematic instruction and expectations, visual displays, additional practice and time, familiar reading matter content. Not only are these sound practices for ELL students, but a reading teacher could incorporate these strategies for all learners in order to promote, managed, encourage and stimulate language development. (Lori Bieging)
Annotation # 2 Manyak, P.C. (2007). A framework for robust literacy instruction for English learners. Reading Teacher, 61(2), 197-199. doi: 10.1598/RT.61.2.10 The article outlines four components of literacy instruction for ELL students in order to promote learning and success in their native language and English. The first component includes using explicit, systematic code based phonics instruction. While this promotes an excellent start in the English language, it must be followed up with high quality comprehension strategy instruction (particularly activating BK, inferring word meanings and monitoring and adjusting comprehension). In addition, a language rich vocabulary environment with frequent exposure, modeling, and feedback to expose ELL students to a wide variety of authentic language is vital. Connecting the ELL home culture and language to the English language provides bilingual exposure to language as well. Finally, with biliteracy as the ultimate goal of the program, teachers must advocate for the use of two languages in the instruction of ELL students. Reading professionals must be familiar with and utilize quality reading literacy instruction to facilitate oral language growth among ELL students. (Lori Bieging) Annotation # 3 Mohr, K., & Mohr, E. (2007). Extending English-language learners' classroom interactions using the response protocol. Reading Teacher, 60(5), 440-450. doi: 10.1598/RT.60.5.4 This article presents six tables of response protocols to elicit and support oral interactions of ELL students within the classroom. Teachers can elicit more and stronger responses from ELL students using these protocols to help ELL students share their thinking and contribute to classroom discourse using both social and academic vocabulary. The six response protocols help students to elaborate when answers fall into one of the categories: correct responses, partially correct responses, responses in language other than English, student questions, confusing or incorrect responses, or student silence. By following the protocols and responding appropriately using one of the given prompts to student communication, teachers can elicit, elaborate and extend ELL student answers and questions. The responses are clearly outlined in six tables for teacher use. Finally, the article also includes some general guidelines to expand ELL oral language usage in the classroom (guidelines are applicable for all students). A reading teacher might provide these easy to use tables to all teachers with ELL students to use for oral interactions with students. (Lori Bieging) Annotation#1 Nykeil-Herbert, B. (2010) The Role of Cultural Factors in the Aquisiton of Literacy by Iraqi Refugee Students with Interrupted Formal Education. Multicultural Education, spring 2010, 2-14.
This article presents a study of 12 refugee children from Iraq in grades 3-5 who participated in a one-year educational intervention program in an Elementary school in an Upstate New York urban school designed to improve language and literacy skills. The results exceeded expectations- six of the students jumped from a Non-Literate level to Competent-Literate in one year. Students were placed in a self-contained classroom and the curriculum was injected with content relevant to the students' past and current experiences utilizing their cultural knowledge and perspectives. Instruction was conducted entirely in English but use of their native language for communication and cooperation with classmates was strongly encouraged. Experienced based storytelling was used to bridge oral language with written language. Reading professionals need to be knowledgeable of cultural differences and not expect ELL students to act American but rather incorporate the cultural perspective of the students into the curriculum.
(Patti Thacker)
Annotation#2
Palmer, B., Zhang, N., Taylor, S., & Leclere, J. (2010). Language Proficiency, Reading, and the Chinese-Speaking English Language Learner Facilitating the L1-L2 Connection. Multicultural Education, winter 2010, 44-51.
The purpose of this case study was to investigate the effectiveness of interventions used to improve the second language and reading proficiency of a seven-year-old Chinese-speaking student (Xin Wei) in the U.S. Xin Wei had excellent oral language skills in Chinese, but little to no English and poor reading skills in both languages. The study found that a combination of interventions including a short period of intensive instruction with a bilingual tutor using multiple fluency strategies, Sheltered English within a multicultural classroom, and a pullout component for students who spoke little to no English, resulted in improved reading performance for Xin Wei. Another factor that contributed to Xin Wei's success was the involvement of his father at home who spent time each day reading with his son. It was noted in this article that a valid assessment of the ELL's ability and performance is an ongoing problem and therefore a range of assessment measures is recommended. It was also noted that it was important to first address weaknesses in oral language before beginning more advanced reading instruction.
A Reading Specialist may need to provide short periods of intense instruction for students and should be mindful of vast differences between ELLs.
(Patti Thacker)
Annotation#3
What Works Clearinghouse Intervention Report (2006). U.S. Department of Education. English Language Learners. Read Well.
This article reviewed one study of the Read Well program, and its effects on improved reading achievement for English language learners. This study included more than 30 ELL students. Read Well was found to have potentially positive effect on reading achievement for elementary ELLs. The Read Well program provides systematic instruction in English language decoding, sustained practice of skills in decodable text, and discussions on vocabulary and concepts presented in the text. This program includes scaffolding of student's reading skills by the teacher through the use of teacher/student "duets" that combine teacher-read and student-read text. Gradual release gives the student more independence as his/her skills increase. The students in this study received pull-out tutoring during the school day. When considering interventions, a Reading Specialist should look at research-based curriculum when deciding on what and how to teach ELL students.
(Patti Thacker)
_
Annotation #1 Burns, Matthew K., Helman, Lori A.(2009).Relationship Between Language Skills and Acquisition Rate of Sight Words Among English Language Learners. Coral Gables: Literacy Research and Instruction.. Vol. 48, Iss. 3; p. 221
This study examined the sight word acquisition rate (AR) of 43 second-grade students who were English language learners (ELL) from three diverse, urban schools. The AR was analyzed in relation to each student's oral proficiency in English, and examined whether or not children who are ELL but have a higher level of English proficiency would demonstrate larger ARs of English sight-words than children who demonstrate lower levels of English proficiency. The results showed that ELLs who did not have a high level of English proficiency had a lower sight word AR than students with higher levels of English proficiency. Most of the students with low ARs had a lot less experience and exposure to the English language. (Tricia Griffith)
Annotation #2
, . Creating Language-Rich Instruction for English-Language Learners.The Reading Teacher. Newark: Oct. 2008. Vol. 62, Iss. 2; pg. 176, 3 pgs
This article discussed the benefits of language-rich classrooms for English-language learners (ELL). Classrooms that are language-rich provide the ideal environment for accelerating ELLs' oral language and academic vocabulary development. Language development, whether in a first or a second language, occurs in social contexts and through purposeful social interactions. The classrooms that engaged in language rich instruction participated in meaningful conversations to help the students build schema within the different content areas. The conversations were based around specific themes that the teacher would initiate, but led by student generated ideas.They found that ELLs who participated in instructional conversations talked more in class and were able to express more The students learned conversational strategies and their oral language developed at a faster pace than if they were not involved in the language rich classroom. (Tricia Griffith)
Annotations #3
. Oral-Language Skills for English-Learners Focus of Researchers; Scholars say students need chances to speak in class.Education Week. Bethesda: . Vol. 29, Iss. 8; pg. 8, 1 pgs
Educators and researchers who specialize in the education of English-language learners are putting new emphasis on the importance of teaching oral English to ELLs. Aida Walqui, who moved to the United States from Peru to attend college as a young adult, recalled during a presentation how she once felt like a "fake" when speaking in English rather than in her native Spanish. "I sounded more like a 7-year-old, and I was in college," she said. The article states that teachers need to spend more time teaching "oral language" and giving students the opportunity to find their own "identity" or their own "voice" within the classroom. If there are able to feel like they have a "voice" they will be more likely to participate in classroom conversations and increase their vocabulary knowledge and progress. (Tricia Griffith)
Annotation #1
Dam, P. (2001) Hindsight of an English Language Learner. Paper presented at the Annual Meeting of the Texas Education Agency’s 64th Annual Conference for Diverse Learners in Secondary Schools. (Austin, TX, June 28-29, 2001).
Dr. Phap Dam grew up in Vietnam, had some instruction in written English during his schooling, and then came to the US with a scholarship to attend college. He thought he was prepared, but his English training had been extremely grammar based, and he had no knowledge of how to speak, what American idioms meant, or how to use English punctuation. Additionally, he experienced tremendous culture shock. Now a linguistics professor in Texas, he advocates teaching English language learners idioms and conversational English alongside academic English. In terms of reading instruction, Dr. Dam’s remarks advocate teaching meaning over mechanics, as well as speaking alongside reading English, particularly until students are somewhat proficient in their second language. (Amy Korba)
Annotation #2 Echevarri, J. and M. Vogt. (2010). Using the SIOP Model to improve literacy for English Learners. New EnglandReading Association Journal, 46 (1), 8-18.
Echevarria and Vogt detail how the SIOP model will improve literacy for English Language Learners, while also boosting achievement for native English speakers, particularly those who are struggling readers. They advocate using explicit language, including pictures and home-language translations on word walls, facilitating writing practice by using sentence frames (_ was important to the story because ___ .), and deliberately using experiential, interesting activities to teach content. Additionally, they point out that older ELL students may be unmotivated because they are disillusioned with schooling or are unfamiliar with American culture, so teachers need to be sensitive to their motivations. Each of their examples would be useful in any classroom, regardless of whether ELL students are involved or not. (Amy Korba)
Annotation #3 Rance-Roney, J. (2008). Creating Intentional Communities to Support English Languge Learners in the Classroom. English Journal (High school edition), 97 (5). 17-23.
Rance-Roney is a classroom English teacher from New Jersey who struggled with teaching high school English Language Learners in the No Child Left Behind environment. In order to teach content and prepare her ELL students to pass the grad standards tests, she formed Intentional Communities within her classroom that did portions of class work together. Students supported one another in pre- and post- unit projects, and were then more familiar with one another so ELL students became increasingly comfortable practicing English informally. ELL learners made strides because of explicit teaching, both by the teacher and the students, and because of the informal conversations. Rance-Roney’s model would be useful for ELL students, those who struggle with reading, and still supports higher-order thinking for all students, even those who do not struggle. (Amy Korba)
#1 Lukin, Christine and Estraviz, Linda. (2010) The Relationship Between Severe Oral Language Impairment and Progress with Reading Intervention. Australian Journal of Language and Literacy, Vol. 33, Iss. 2; 126-133. Students with severe oral language impairment are low readers with meta-cognitive disabilities and have a better outcome by being placed in a reading intervention program. A study was done on six students with severe oral language impairment. They were struggling readers that struggle with phonological awareness and semantics. They were placed in the Reading Recovery program. The results of the program showed these students made significant progress. As reading intervention teachers, we need to be knowledgeable with the strategies and instruction we are giving our students to make them improve in an intervention program. Continuous practice on strategies does show improvement. (Michelle Anderson) #2 Choo, Daniel, Meinzen-Derr, Jareen, and Wiley, Susan. (2011) American Annals of the Deaf. Vol. 155, Iss. 5; 580-592. Early intervention is important for children identified with hearing loss. Studies have indicated children with hearing loss experience improved language abilities if interventions take place at an early age. Studies show, young children in an early intervention program that started before six months old were more likely to be at the right age level for language skills than those that started after six months old. If they did start after six months old, they eventually showed progress. As reading specialists, we have learned that no matter what age, struggling readers need to start at stage 1. The earlier you begin to assess the struggling reader, the more progress and advancement they will make. (Michelle Anderson)
#3 Jeurissen, Maree and Tate, Annette. (2010) Talk about Books: Investigating a Junior Primary Oral Language Program. 44-51. Talk about Books is an oral language program that work with high need students who are not at grade level. This program provides oral language skills, awareness of book language, how to retell stories, and phonological skills. A study was given to six different families, one child per family, over a ten week period. The students were given a pre-test and a post-test. Teacher aides worked with one student at a time, on the skills listed above, and noticed positive gains. They noticed students began to talk more, use more vocabulary, and become more fluent, and confident with them. Providing a variety of skills and books for a variety of learners will benefit students. If the reading specialist has a variety of resources, the more likely students will succeed. (Michelle Anderson) ------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------
ARTICLE #1
Lucas, T., Villegas, A. M., & Freedson-Gonzalez, M. (2008). Linguisitically Responsive Teacher Education: Preparing Classroom Teachers to Teach English Language Learners. Journal of Teacher Education, 59 (4), 361-373.
The purpose of this article is to guide the teacher educators toward quicker action of preparing future teachers for the increased number of English Language Learners (ELLs) they will encounter in the classroom. This was done by delineating the 6 principles that are essential understandings of second language learners for teachers of ELLs. Next is an outlining of linguistically responsive pedagogical practices based on differentiated instruction and scaffolding of content. To appropriately scaffold for ELLs, teachers need three types of pedagogical expertise with accompanying suggestions of how teacher educators might help preservice teachers develop the expertise. The article ends with suggestions of how to best incorporate this specialized knowledge and skill set without drastically altering existing program structure. Although the intended audience is higher education, a P-12 Reading Specialist would benefit from the knowledge of the six principles of instructing ELLs and the three pedagogical practices especially when acting a a coach to classroom teachers.
Article #2
Miller, J.F., Heilmann, J., Nockerts, A., Iglesias, A., Fabiano, L., & Francis, D.J. (2006). Oral Language and Reading in Bilingual Children. Learning Disabilities Research and Practice, 21 (1), 30-43.
The purpose of this study is to “investigate the variety of measures of oral language proficiency in each language and document their ability to account for the variable reading outcomes for English language learning children.” (p. 31) The population included in the study is approximately 1500 Hispanic/Latino Spanish speaking English language learners attending kindergarten through third grade at two different sites in Texas. Students were measured using “Frog, Where are you”(Mayer, 1969) to obtain a narrative language sample with the examiner reading a pre-scripted narration of the story in Spanish. The students then were given the book and asked to retell the story using the book in Spanish. One week later the same procedure was used but with an English script and English retelling. Additionally the student’s reading comprehension ability was measured using the English and Spanish Woodcock Passage Comprehension test from the Woodcock Language Proficiency Battery. (Woodcock, 1991) The results suggest the language skills remain strong for both Spanish and English and that reading skills advance with grade in each language. The study showed that oral language skills in each language accounted for significant variance in the other language. Native language strengths positively influence reading achievement in the second language and oral language plays a key role in both characterization and remediation of reading disabilities regardless of the number of languages a student speaks. Reading professionals need to aware of the necessity for oral language to be an integral part of the reading remediation no matter the student’s background.
Article #3
Calderon, M., Slavin, R.& Sanchez, M. (2010). Effective Instruction for English Learners. Future of Children, 21 (1), 103-127.
This is article is a metalinguistic review of research by Calderon, Slavin and Sanchez “asserting that the quality instruction for the education is what matters most in educating English Language Learners.” (p. 103) Using the research gathered as a part of Success for All school reform approach and the National Reading Panel Report (2000), eight elements of effective practice for English learners were identified: school structure and leadership; language and literacy instruction; integration of language; literacy and content instruction in secondary schools; cooperative learning; professional development; parent and family support teams; tutoring; and monitoring implementation and outcomes. At the heart of all the research was an agreement “that effective teaching is critical to student learning” and “ effective instruction is nested in effectives school structure.” (p. 118) Implications of this research are important at all levels of education from school districts to the state and federal levels. What is important for the reading professional is to become tooled or retooled through comprehensive professional development with a greater need at the earlier grades for a solid foundation of quality programming to be implemented in the preschool through grade three.
(JOAN SAX)
Pray, L. (2005). How well do commonly used language instruments measure English oral-language proficiency? Bilingual Research Journal, 29(2), 387-409,500. doi: 914809711
The purpose of this study was to assess the validity of different oral language assessments. The population included 4th and 5th grade students, 20 English as a second language and 20 Native English speakers. Students were assessed on each of the three assessments by one researcher. All students passed one assessment, no child scored fluent on the second assessment, and the final assessment resulted in mixed scores. It is not realistic to use a test for special education assessment in which a normally-developing, Native English speaking child could not attain a proficient status. Reading professionals need to be aware of limitations of standardized tests and need pilot assessments before using them for placement purposes.
(Chuck Mann)=Burns, Matthew & Helman, Lori. (2008). What Does Oral Language Have to Do With It? Helping Young English-Language Learners Acquire a Sight Word Vocabulary. Reading Teacher, 62 (1), 14-19. The purpose of this study was to find out if there is a significant relationship between English proficiency and acquisition rates of English sight words for students who are ELL. The population included 43 second graders with Hmong-speaking backgrounds who received ELL services at school. They broke the students up into three groups based on their oral English Proficiency levels. The study found that students who were in the high to middle English Proficiency group had a higher acquisition rate than the lowest group but were not very different from each other. Reading professionals should be aware of the power of differentiating instruction based on English proficiency levels and how important it is to incorporate language learning within skill instruction. Teachers should take into consideration the English Proficiency level when introducing new vocab. Johnson, John. (2005). Formatively Evaluating the Reading Progress of First-Grade English Learners in Multiple-Language Classrooms. Remedial & Special Education, 26 (4), 215-225. The purpose of this study was to find out if it was best to use ORF and NWF as a progress measure for English Language learners. The population included an urban school district consisting of nine first-grade teachers that taught in multiple-language settings. The study weekly tested the groups of students using ORF and NWF progress monitoring tools during a 6 week period. They found that practice on fluency measures appears to be the strongest factor in fluency progress. Reading professionals should be aware that the early use of the progress measures in fluency such as Dibels, with ELL students can be a valid sign for possible intense preventative intervention that can assist in preventing future misplacement of some ELs in special education.
Jitendra, Asha, Sacks, Gabriell, Santoro, Lana, & Starosta, Kristin.(2006) Reading Well With Read Well: Enhancing the Reading Performance of English Language Learners. Remedial & Special Education, 27 ( 2), 105-115.
This article looked at a previous study on the use of a commercial program called Read Well and was examining its potential with low ELL students. The population included 4 second-grader ELL students (two boys and two girls) attending an elementary school in the Northeastern, United States. The intervention focused on changes in reading content skills, such as phonological awareness and alphabetic skills, and comprehension. The students participated on average 30 min of instruction per lesson. In conclusion, the study found that there needs to be further investigation of the benefits of the Read Well program for ELL students and at-risk readers. Reading specialist who are considering the possibility of purchasing the Read Well program might want to look at newer studies before buying this product. A few things the researchers noted about the lacking features of this program was the absence of personalization of content for students and expanding student knowledge of new vocabulary or reading comprehension.
( Kim Paulson)===========================================================================================================
Annotation #1
Brown, Clara, Broemmel, Amy. (2011) Deep Scaffolding: Enhancing the reading experiences of English Language Learners. New England Reading Association Journal, vol. 46, Iss.2, 34-40.
The purpose of this research was to show the importance of deep scaffolding to improve reading comprehension with ELL students. This study was based on SAT-9 reading score comparisons of 2nd-8th grade studetns in California. It was reported that all students, regardless of their native language made score increases from year to year, but the "gap" was not closing. This research shows that deep scaffolding enhances the ELL's reading experience and they not only improve, but the gap begins to close. The article continutes to explain what exactly researchers mean by deep scaffolding. The process includes three steps and teachers/reading specialists should be very aware of the specific guidlines in order to expect significant results.
Annotation #2
Hill, Susan. (2009). Oral Language and Beginning Reading: Exploring Connections and Disconnections. Forum on Public Policy.
The purpose of this study was to explore the connections between children's oral lanuage vocabulary and reading of written language. The research included students in their first year of school in a socioeconomically diverse community. The results from this study showed disconnections between children's receptive oral language vocabulary and early/emergent reading. ELL children scored low on oral language vocabulary and high on reading leveled texts. Children with high oral vocabulary scores scored low on reading leveled texts and a small group scored low in both areas. Data collection included assessment in phonolgical awareness, receptive vocabulary, reading levels, observation and interveiws. Researchers visited the teacher's classrooms each week for over 12 months. Contrary to what the researchers predicted, there was a very weak relationship between oral language development and reading. Professionals should be aware that researchers tie this finding to the fact that oral and written language is VERY different from one another and it's more likely that written language models syntax and vocabulary that can THEN be used to enhance oral language.
Annotation #3
Lukin, Christine and Estraviz, Linda. (2010) The Relationship Between Severe Oral Language Impairment and Progress with Reading Intervention. Australian Journal of Language and literacy, vol. 33, Iss. 2, 126-133.
The purpose of this study was to establish the effectiveness of reading interventions with students with severe receptive language impairment (SRLI). There were six students involved in a reading intervention program (Reading Recovery) that participated in this study. After completing the program all six were identified as having SRLI. These students attended individual sessions approximately four times a week with Reading Recovery trained teachers. The study showed that the students with SRLI scored significantly below the mean book level upon exit and were in the program for much longer than the students without SRLI. The researchers concluded that SRLI students have trouble learning to read because of a lack of phonological awareness. Professionals should keep in mind that this study included only six children.
Meghan Smith
My Name Is Maria: Supporting English Language Learners in the Kindergarten General Music Classroom, Martina Miranda, General Music Today 2011 24: 17 originally published online 10 February 2010
This article focused on ways music teachers can support oral language development for ELL students using authentic songs, chants, and play-based experiences. Good teaching is powerful and the classroom environment is a critical factor for all students. The use of supportive strategies within an inclusive classroom community will help all students, even if the strategies were selected with ELL students in mind. Relevant application – music teachers can gain an understanding of ELL strategies and use appropriate instructional practices that support oral language acquisition for ELL students and all learners. (Heidi Quimby)
First, you have to hear it! ESL oral language practice.(English as second language, Randall's ESL Cyber Listening Lab ). ; , Language, Learning & Technology, 9.3 (Sept 2005): p4(5).
This article focuses on the idea that oral language development needs two important elements in order to be successful: comprehensible input (CI) and social interaction.
The relationships among the four skills of listening, speaking, reading, and writing are complex, suggesting a scaffolding of mutual support. Using audio recordings in a situation with pre- and post-listening activities help make oral language more understandable. Relevant application – audio-based second language learning activities can also incorporate written components and interactive conversation practices as well. (Heidi Quimby)
What Does Research Say about Effective Practices for English Learners? Part II: Academic Language Proficiency, ; , , v46 n2 p60-65 Win 2010.
This article addresses the idea that academic language differs from everyday language and knowing the difference is important for successful academic instruction. Fluency in academic language is critical for academic achievement. Most ELL students eventually obtain adequate conversational language skills, but they often lack the academic language skills that are important for high levels of achievement in the content areas. Relevant application – whether students are in primary language or English-only programs, teachers must focus on providing them with the academic language skills in English that they will need to succeed in school and beyond. (Heidi Quimby)
Annotation #1
Purdy, Joyce. (2008) Inviting Conversation: Meaningful Talk about Texts for English Language Learners. Literacy, vol. 42 (1), 44-51.
The study done by Joyce Purdy illustrates how conversations around texts during reading activities can help shape and extend the meaning of the text for all students, but especially for ELL students. Purdy suggests four ways for teachers to structure meaningful conversations and engage all learners: through questioning, teaching vocabulary, engaging in collaborative talk, and recognizing that the culture and identity of the child are important to literacy learning. Purdy uses Vygotsky’s proposal that learning is a socially situated activity where language is fundamental to thinking and it is through talk with others that one can reach higher mental functioning. Reading specialists/teachers should provide a social environment where ELL students are given opportunities to interact with proficient speakers of English and are encouraged to communicate and be understood in authentic ways that acknowledge, consider, and build on a student’s home culture. Encourage ELL students to share their first language and cultural stories. Reading teachers should not dominate the conversation during guided reading, but rather make more time available for discussion where students play a more leading role. Reading teachers should also keep in mind that just because an ELL student is able to converse fluently in conversational English does not mean there is not a shortfall in word knowledge. New vocabulary should be linked to known words, be reviewed many times, and be limited to seven or fewer words in any one lesson. Allowing time for talk in meaningful ways, in a respectful learning environment, can benefit all learners, but especially English language learners. (Gail Jung)
Annotation #2
Ogle, D., & Correa-Kovtun, A.. (2010). Supporting English-Language Learners and Struggling Readers in Content Literacy With the "Partner Reading and Content, Too" Routine. The Reading Teacher, 63(7), 532-542.
This article describes the Partner Reading and Content, Too (PRC2) routine which provides a scaffold for English-language learners developing skill in reading and learning with informational texts by incorporating the key principles that research has shown to support these learners. Ogle and Correa-Kovtun and their team established five key research-based priorities for their work:
1. Students need to read daily from materials at their instructional or independent reading level if they are going to improve as readers. This means that classrooms need to make available materials at a range of reading levels in the content being studied.
2. Students need regular opportunities to talk and use academic vocabulary to make the concepts their own and to internalize the new ways of expressing ideas.
3. Learning is enhanced when students ask and answer their own questions. An inquiry approach to learning helps students become metacognitive and take ownership of their learning.
4. Factual knowledge is important in content learning; however, students need regular opportunities to think at higher levels. Time for reflection and sharing of points of view help students clarify ideas and deepen their understanding.
5. Students need to be guided in using informational texts and textbooks. Learning to identify and use external text features and internal text structures are tools that need to be taught in the intermediate grades. Strategies for reading carefully, making notes of new ideas, and blending visual and narrative content are also necessary.
They named their routine PRC2 to distinguish it from other forms of partner or buddy reading. In PRC2, student pairs have similar reading levels and interests, and the focus is on content learning. A key to the process is that students are given enough time to read and reread the texts carefully and to talk in a safe environment with their partner about the ideas. Students need to understand that PRC2 is designed so they can deepen their understanding of the unit content and practice using the important academic vocabulary. Central to PRC2 is that students take seriously their roles as readers and discussers. Reading specialists/teachers can use PRC2 with ELL students. PRC2 utilizes research-based best practices. The authors also discuss specific challenges students and teachers encountered and the ways they addressed them. (Gail Jung)
Annotation #3
Beckman, Angela R. & Anthony. (2008). Output Strategies for English-Language Learners: Theory to Practice. The Reading Teacher, 61(6), 472-482.
This article explores classroom-based teaching strategies for ELLs that target output (expressive language, access and production). It provides specific application of the output theory to classroom practices. Strategies for creating environments that encourage output are described in four areas: collaborative conversations, vocabulary, writing, and reading. To maximize opportunities for output in collaborative conversations, interactions should have a communicative goal, and students should be expected to contribute to the conversation. “Robust” vocabulary instruction is recommended. Robust instruction involves engaging students with word meanings and providing opportunities for children to actively deal with meanings of new vocabulary words after they have been introduced. Daily opportunities for writing should be provided, and children should be given opportunities to read aloud what they have written. By encouraging review of written work, children will have opportunities to notice errors or areas in which they need support to improve the expression of their ideas. In terms of output, several opportunities exist within the reading of text to “push” students in their language use. Choral reading of text gives students the opportunity to hear fluent reading and at the same time participate in production of language. Books can also be a source of text for Readers Theatre, which provides an opportunity for noticing and reflecting on language. Think-alouds can also be an effective strategy for ELLs. Strategies for interacting with text should be used before, during, and after reading. Reading teachers who work with ELLs, must expect children to not only attend to input but also to produce output as well. They need to offer opportunities for output in each of the areas listed above. (Gail Jung)
1. Dockrell, Julie, Stuart, Morag and King, Diane. 2010. Supporting early oral skills for English language learners in inner city preschool provision. British Journal of Educational Psychology 497-515. The Purpose of this study was to report the development of an oral language intervention for young students who come to school with low levels of profiencency in the English oral language. 144 children were part of this test in three different inner city schools where the area of London had a high poverty rate. “The intervention had a significant effect on vocabulary, oral comprehension, and sentence repetition but not narrative skills.” It was found that with intensive interaction in instruction there can be a difference made in skills and oral language.
2. Lukin, Christine & Estraviz. 2010. The relationship between severe oral language impairment and progress with reading intervention. Australian Journal of Language and Literacy 126-133. This article discusses the relationship between severe receptive language impairment and the response to reading. The students in this study have been diagnosed with severe receptive language delay. They have poor performance in reading and have specific struggles with semantics and phonological awareness but work very hard at trying to understand the meaning of the language. Thus, leaving the student very little to focus on the whole sentence. In the reading recovery program students attend individual sessions four times a week working with trained teachers. During this time students work on comprehension of text, construction of messages in writing and meta-cognitive strategies such as self-monitoring. Almost 90% of students made significant gains by participating in the Reading Recovery program.
3. Kirkland, Lynn and Patterson, Janice. 2005. Developing Oral Language in Primary Classrooms. Early Childhood Education Journal. 391-395. This article indicates how children succeed or struggle in school due to the amount of oral language in school. The authors argues that oral language should be the primary focus for instruction in school and they suggest that teachers should both implicitly and explicitly teach children language by including the environment in which they are in, have engaging material and have connecting/appropriate activities. They conclude by saying that literacy development is the key indicator of how well they well they will be as a reader. The more diverse our country becomes, the need for oral language experiences will increase.
Cristina Benz
Annotation # 1
Coleman, R., & Goldenberg, C. (2011). Promoting literacy development. The Education Digest, 76(6), 14-19. doi: 2254607661
This article focuses on the teaching strategies that would not only be beneficial for ELL students, but that would be helpful for all students. These strategies range from explicit phonics instruction to enriched, high level literacy experiences. Teachers should use a multifaceted approach to literacy instruction to increase content knowledge and oral language skills, including vocabulary, through modeling, connecting to original language and culture, and through interactive teaching. Some modifications and adaptations to instruction that are effective include: clear, focused systematic instruction and expectations, visual displays, additional practice and time, familiar reading matter content. Not only are these sound practices for ELL students, but a reading teacher could incorporate these strategies for all learners in order to promote, managed, encourage and stimulate language development. (Lori Bieging)
Annotation # 2
Manyak, P.C. (2007). A framework for robust literacy instruction for English learners. Reading Teacher, 61(2), 197-199. doi: 10.1598/RT.61.2.10
The article outlines four components of literacy instruction for ELL students in order to promote learning and success in their native language and English. The first component includes using explicit, systematic code based phonics instruction. While this promotes an excellent start in the English language, it must be followed up with high quality comprehension strategy instruction (particularly activating BK, inferring word meanings and monitoring and adjusting comprehension). In addition, a language rich vocabulary environment with frequent exposure, modeling, and feedback to expose ELL students to a wide variety of authentic language is vital. Connecting the ELL home culture and language to the English language provides bilingual exposure to language as well. Finally, with biliteracy as the ultimate goal of the program, teachers must advocate for the use of two languages in the instruction of ELL students. Reading professionals must be familiar with and utilize quality reading literacy instruction to facilitate oral language growth among ELL students. (Lori Bieging)
Annotation # 3
Mohr, K., & Mohr, E. (2007). Extending English-language learners' classroom interactions using the response protocol. Reading Teacher, 60(5), 440-450. doi: 10.1598/RT.60.5.4
This article presents six tables of response protocols to elicit and support oral interactions of ELL students within the classroom. Teachers can elicit more and stronger responses from ELL students using these protocols to help ELL students share their thinking and contribute to classroom discourse using both social and academic vocabulary. The six response protocols help students to elaborate when answers fall into one of the categories: correct responses, partially correct responses, responses in language other than English, student questions, confusing or incorrect responses, or student silence. By following the protocols and responding appropriately using one of the given prompts to student communication, teachers can elicit, elaborate and extend ELL student answers and questions. The responses are clearly outlined in six tables for teacher use. Finally, the article also includes some general guidelines to expand ELL oral language usage in the classroom (guidelines are applicable for all students). A reading teacher might provide these easy to use tables to all teachers with ELL students to use for oral interactions with students. (Lori Bieging)
Annotation#1
Nykeil-Herbert, B. (2010) The Role of Cultural Factors in the Aquisiton of Literacy by Iraqi Refugee Students with Interrupted Formal Education. Multicultural Education, spring 2010, 2-14.
This article presents a study of 12 refugee children from Iraq in grades 3-5 who participated in a one-year educational intervention program in an Elementary school in an Upstate New York urban school designed to improve language and literacy skills. The results exceeded expectations- six of the students jumped from a Non-Literate level to Competent-Literate in one year. Students were placed in a self-contained classroom and the curriculum was injected with content relevant to the students' past and current experiences utilizing their cultural knowledge and perspectives. Instruction was conducted entirely in English but use of their native language for communication and cooperation with classmates was strongly encouraged. Experienced based storytelling was used to bridge oral language with written language. Reading professionals need to be knowledgeable of cultural differences and not expect ELL students to act American but rather incorporate the cultural perspective of the students into the curriculum.
(Patti Thacker)
Annotation#2
Palmer, B., Zhang, N., Taylor, S., & Leclere, J. (2010). Language Proficiency, Reading, and the Chinese-Speaking English Language Learner Facilitating the L1-L2 Connection. Multicultural Education, winter 2010, 44-51.
The purpose of this case study was to investigate the effectiveness of interventions used to improve the second language and reading proficiency of a seven-year-old Chinese-speaking student (Xin Wei) in the U.S. Xin Wei had excellent oral language skills in Chinese, but little to no English and poor reading skills in both languages. The study found that a combination of interventions including a short period of intensive instruction with a bilingual tutor using multiple fluency strategies, Sheltered English within a multicultural classroom, and a pullout component for students who spoke little to no English, resulted in improved reading performance for Xin Wei. Another factor that contributed to Xin Wei's success was the involvement of his father at home who spent time each day reading with his son. It was noted in this article that a valid assessment of the ELL's ability and performance is an ongoing problem and therefore a range of assessment measures is recommended. It was also noted that it was important to first address weaknesses in oral language before beginning more advanced reading instruction.
A Reading Specialist may need to provide short periods of intense instruction for students and should be mindful of vast differences between ELLs.
(Patti Thacker)
Annotation#3
What Works Clearinghouse Intervention Report (2006). U.S. Department of Education. English Language Learners. Read Well.
This article reviewed one study of the Read Well program, and its effects on improved reading achievement for English language learners. This study included more than 30 ELL students. Read Well was found to have potentially positive effect on reading achievement for elementary ELLs. The Read Well program provides systematic instruction in English language decoding, sustained practice of skills in decodable text, and discussions on vocabulary and concepts presented in the text. This program includes scaffolding of student's reading skills by the teacher through the use of teacher/student "duets" that combine teacher-read and student-read text. Gradual release gives the student more independence as his/her skills increase. The students in this study received pull-out tutoring during the school day. When considering interventions, a Reading Specialist should look at research-based curriculum when deciding on what and how to teach ELL students.
(Patti Thacker)
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Annotation #1
Burns, Matthew K., Helman, Lori A.(2009). Relationship Between Language Skills and Acquisition Rate of Sight Words Among English Language Learners. Coral Gables: Literacy Research and Instruction.. Vol. 48, Iss. 3; p. 221
This study examined the sight word acquisition rate (AR) of 43 second-grade students who were English language learners (ELL) from three diverse, urban schools. The AR was analyzed in relation to each student's oral proficiency in English, and examined whether or not children who are ELL but have a higher level of English proficiency would demonstrate larger ARs of English sight-words than children who demonstrate lower levels of English proficiency. The results showed that ELLs who did not have a high level of English proficiency had a lower sight word AR than students with higher levels of English proficiency. Most of the students with low ARs had a lot less experience and exposure to the English language. (Tricia Griffith)
Annotation #2
, . Creating Language-Rich Instruction for English-Language Learners. The Reading Teacher. Newark: Oct. 2008. Vol. 62, Iss. 2; pg. 176, 3 pgs
This article discussed the benefits of language-rich classrooms for English-language learners (ELL). Classrooms that are language-rich provide the ideal environment for accelerating ELLs' oral language and academic vocabulary development. Language development, whether in a first or a second language, occurs in social contexts and through purposeful social interactions. The classrooms that engaged in language rich instruction participated in meaningful conversations to help the students build schema within the different content areas. The conversations were based around specific themes that the teacher would initiate, but led by student generated ideas.They found that ELLs who participated in instructional conversations talked more in class and were able to express more The students learned conversational strategies and their oral language developed at a faster pace than if they were not involved in the language rich classroom. (Tricia Griffith)
Annotations #3
. Oral-Language Skills for English-Learners Focus of Researchers; Scholars say students need chances to speak in class. Education Week. Bethesda: . Vol. 29, Iss. 8; pg. 8, 1 pgs
Educators and researchers who specialize in the education of English-language learners are putting new emphasis on the importance of teaching oral English to ELLs. Aida Walqui, who moved to the United States from Peru to attend college as a young adult, recalled during a presentation how she once felt like a "fake" when speaking in English rather than in her native Spanish. "I sounded more like a 7-year-old, and I was in college," she said. The article states that teachers need to spend more time teaching "oral language" and giving students the opportunity to find their own "identity" or their own "voice" within the classroom. If there are able to feel like they have a "voice" they will be more likely to participate in classroom conversations and increase their vocabulary knowledge and progress. (Tricia Griffith)
Annotation #1
Dam, P. (2001) Hindsight of an English Language Learner. Paper presented at the Annual Meeting of the Texas Education Agency’s 64th Annual Conference for Diverse Learners in Secondary Schools. (Austin, TX, June 28-29, 2001).
Dr. Phap Dam grew up in Vietnam, had some instruction in written English during his schooling, and then came to the US with a scholarship to attend college. He thought he was prepared, but his English training had been extremely grammar based, and he had no knowledge of how to speak, what American idioms meant, or how to use English punctuation. Additionally, he experienced tremendous culture shock. Now a linguistics professor in Texas, he advocates teaching English language learners idioms and conversational English alongside academic English. In terms of reading instruction, Dr. Dam’s remarks advocate teaching meaning over mechanics, as well as speaking alongside reading English, particularly until students are somewhat proficient in their second language. (Amy Korba)
Annotation #2
Echevarri, J. and M. Vogt. (2010). Using the SIOP Model to improve literacy for English Learners. New England Reading Association Journal, 46 (1), 8-18.
Echevarria and Vogt detail how the SIOP model will improve literacy for English Language Learners, while also boosting achievement for native English speakers, particularly those who are struggling readers. They advocate using explicit language, including pictures and home-language translations on word walls, facilitating writing practice by using sentence frames (_ was important to the story because ___ .), and deliberately using experiential, interesting activities to teach content. Additionally, they point out that older ELL students may be unmotivated because they are disillusioned with schooling or are unfamiliar with American culture, so teachers need to be sensitive to their motivations. Each of their examples would be useful in any classroom, regardless of whether ELL students are involved or not. (Amy Korba)
Annotation #3
Rance-Roney, J. (2008). Creating Intentional Communities to Support English Languge Learners in the Classroom. English Journal (High school edition), 97 (5). 17-23.
Rance-Roney is a classroom English teacher from New Jersey who struggled with teaching high school English Language Learners in the No Child Left Behind environment. In order to teach content and prepare her ELL students to pass the grad standards tests, she formed Intentional Communities within her classroom that did portions of class work together. Students supported one another in pre- and post- unit projects, and were then more familiar with one another so ELL students became increasingly comfortable practicing English informally. ELL learners made strides because of explicit teaching, both by the teacher and the students, and because of the informal conversations. Rance-Roney’s model would be useful for ELL students, those who struggle with reading, and still supports higher-order thinking for all students, even those who do not struggle. (Amy Korba)
#1
Lukin, Christine and Estraviz, Linda. (2010) The Relationship Between Severe Oral Language Impairment and Progress with Reading Intervention. Australian Journal of Language and Literacy, Vol. 33, Iss. 2; 126-133.
Students with severe oral language impairment are low readers with meta-cognitive disabilities and have a better outcome by being placed in a reading intervention program. A study was done on six students with severe oral language impairment. They were struggling readers that struggle with phonological awareness and semantics. They were placed in the Reading Recovery program. The results of the program showed these students made significant progress.
As reading intervention teachers, we need to be knowledgeable with the strategies and instruction we are giving our students to make them improve in an intervention program. Continuous practice on strategies does show improvement. (Michelle Anderson)
#2
Choo, Daniel, Meinzen-Derr, Jareen, and Wiley, Susan. (2011) American Annals of the Deaf. Vol. 155, Iss. 5; 580-592.
Early intervention is important for children identified with hearing loss. Studies have indicated children with hearing loss experience improved language abilities if interventions take place at an early age. Studies show, young children in an early intervention program that started before six months old were more likely to be at the right age level for language skills than those that started after six months old. If they did start after six months old, they eventually showed progress.
As reading specialists, we have learned that no matter what age, struggling readers need to start at stage 1. The earlier you begin to assess the struggling reader, the more progress and advancement they will make. (Michelle Anderson)
#3
Jeurissen, Maree and Tate, Annette. (2010) Talk about Books: Investigating a Junior Primary Oral Language Program. 44-51.
Talk about Books is an oral language program that work with high need students who are not at grade level. This program provides oral language skills, awareness of book language, how to retell stories, and phonological skills. A study was given to six different families, one child per family, over a ten week period. The students were given a pre-test and a post-test. Teacher aides worked with one student at a time, on the skills listed above, and noticed positive gains. They noticed students began to talk more, use more vocabulary, and become more fluent, and confident with them.
Providing a variety of skills and books for a variety of learners will benefit students. If the reading specialist has a variety of resources, the more likely students will succeed. (Michelle Anderson)
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ARTICLE #1
Lucas, T., Villegas, A. M., & Freedson-Gonzalez, M. (2008). Linguisitically Responsive Teacher Education: Preparing Classroom Teachers to Teach English Language Learners. Journal of Teacher Education , 59 (4), 361-373.
The purpose of this article is to guide the teacher educators toward quicker action of preparing future teachers for the increased number of English Language Learners (ELLs) they will encounter in the classroom. This was done by delineating the 6 principles that are essential understandings of second language learners for teachers of ELLs. Next is an outlining of linguistically responsive pedagogical practices based on differentiated instruction and scaffolding of content. To appropriately scaffold for ELLs, teachers need three types of pedagogical expertise with accompanying suggestions of how teacher educators might help preservice teachers develop the expertise. The article ends with suggestions of how to best incorporate this specialized knowledge and skill set without drastically altering existing program structure. Although the intended audience is higher education, a P-12 Reading Specialist would benefit from the knowledge of the six principles of instructing ELLs and the three pedagogical practices especially when acting a a coach to classroom teachers.
Article #2
Miller, J.F., Heilmann, J., Nockerts, A., Iglesias, A., Fabiano, L., & Francis, D.J. (2006). Oral Language and Reading in Bilingual Children. Learning Disabilities Research and Practice, 21 (1), 30-43.The purpose of this study is to “investigate the variety of measures of oral language proficiency in each language and document their ability to account for the variable reading outcomes for English language learning children.” (p. 31) The population included in the study is approximately 1500 Hispanic/Latino Spanish speaking English language learners attending kindergarten through third grade at two different sites in Texas. Students were measured using “Frog, Where are you”(Mayer, 1969) to obtain a narrative language sample with the examiner reading a pre-scripted narration of the story in Spanish. The students then were given the book and asked to retell the story using the book in Spanish. One week later the same procedure was used but with an English script and English retelling. Additionally the student’s reading comprehension ability was measured using the English and Spanish Woodcock Passage Comprehension test from the Woodcock Language Proficiency Battery. (Woodcock, 1991) The results suggest the language skills remain strong for both Spanish and English and that reading skills advance with grade in each language. The study showed that oral language skills in each language accounted for significant variance in the other language. Native language strengths positively influence reading achievement in the second language and oral language plays a key role in both characterization and remediation of reading disabilities regardless of the number of languages a student speaks. Reading professionals need to aware of the necessity for oral language to be an integral part of the reading remediation no matter the student’s background.
Article #3Calderon, M., Slavin, R.& Sanchez, M. (2010). Effective Instruction for English Learners. Future of Children, 21 (1), 103-127.
This is article is a metalinguistic review of research by Calderon, Slavin and Sanchez “asserting that the quality instruction for the education is what matters most in educating English Language Learners.” (p. 103) Using the research gathered as a part of Success for All school reform approach and the National Reading Panel Report (2000), eight elements of effective practice for English learners were identified: school structure and leadership; language and literacy instruction; integration of language; literacy and content instruction in secondary schools; cooperative learning; professional development; parent and family support teams; tutoring; and monitoring implementation and outcomes. At the heart of all the research was an agreement “that effective teaching is critical to student learning” and “ effective instruction is nested in effectives school structure.” (p. 118) Implications of this research are important at all levels of education from school districts to the state and federal levels. What is important for the reading professional is to become tooled or retooled through comprehensive professional development with a greater need at the earlier grades for a solid foundation of quality programming to be implemented in the preschool through grade three.
(JOAN SAX)