Recent Changes

#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.
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
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 #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)

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)

Teacher note: The themes of this book are family relationships and overcoming adversity. It is nonfiction. I would use this book for a biography unit or as an intro for a social action project. My church is currently doing a social action project for the Karen refugees, including furniture collections, baby showers for the Karen, and gift collections at Christmas time. It is also a good book for book clubs. I heard Kao Kalia Yang speak, and it was very moving to hear about the Hmong experience. (Gail Jung)
I was going to add this book, so I will just add to Gail's post instead. Since a large percent of my students are Hmong and either their parents or they themselves, have immigrated to the United States this is a fairly popular book at my school. Kao Kalia Yang is herself a graduate of the school I teach at, and continues to be a voice for people in the Hmong community. A lot of my students enjoy this book because they feel it tells their story. Even though what they, or their parents, went through may have been different it is a mirror for them to see a bit of themselves in a book. There are few books written by or about Hmong people, so this allows an excellent opportunity to connect. It ties in nicely with teaching memoirs(how to read them and how to write them) as well as discussions and windows for students who come from different backgrounds. (Kari Beaudry)
The Clay Marble by Mingfong Ho - Cambodian setting after the Vietnam War. (Kari)
American Eyes: New Asian-American Short Stories for Young Adults edited by Lori M. Carlson with an introduction by Cynthia Kadohata. Published by The Random House Publishing Group, 1994. For middle school students. 10 young Asian-American writers re-create stories that young people go through culturally and traditionally and todays reality. These writers are Japanese, Chinese, Vietnamese, Hawaiian, Filipino, and Korean. They explore the confusion and reality of growing up in a world different from where they grew up or their parents grew up. They tell about the choices we all make when looking for a world in which we want to belong. Many of the stories deal with the same theme: home vs. homeland. " How can a home be safe and secure in a homeland that is dangerous because it rejects you for your difference, or because it invites you to be like everyone else? Is a home the place that keeps the ways of another, more ancient homeland, or is it where new replaces old?"-Lori Carlson.
Family relationships, peer relationships, and community engagement are other themes to discuss with this book. (Michelle Anderson)

American Eyes: New Asian-American Short Stories for Young Adults edited by Lori M. Carlson with an introduction by Cynthia Kadohata. Published by The Random House Publishing Group, 1994. For middle school students. 10 young Asian-American writers re-create stories that young people go through culturally and traditionally and todays reality. These writers are Japanese, Chinese, Vietnamese, Hawaiian, Filipino, and Korean. They explore the confusion and reality of growing up in a world different from where they grew up or their parents grew up. They tell about the choices we all make when looking for a world in which we want to belong. Many of the stories deal with the same theme: home vs. homeland. " How can a home be safe and secure in a homeland that is dangerous because it rejects you for your difference, or because it invites you to be like everyone else? Is a home the place that keeps the ways of another, more ancient homeland, or is it where new replaces old?"-Lori Carlson.
Family relationships, peer relationships, and community engagement are other themes to discuss with this book. (Michelle Anderson)
for elementary students Kindergarten and up. This storystudents. Coolies is about co-workers daily. Not only do theyThe bosses send these hardthe workers into very dangerous but they alsoand have to work in extreme weather conditions. Some of the workers and bosses are called of their ethnicity. The boys work very hard in extreme weather conditiionsethnicity and recieve at work because of the work conditions but it eventually falls through and whenthrough. When the railroad them with determiniationdetermination, always keeping
Family relationships and community engagement are themes that are discussed in this book.
Cristina Benz

Most Americans are relatively ignorant of Hmong history and culture. In fact, many have a negative perception of this immigrant group. For example, few are aware of the fact that the Hmong fought on the American side during the Vietnam War. In this memoir, Yang recounts the harrowing journey of her family from Laos to a refugee camp in Thailand to the U.S. Eventually settling in St. Paul, Minnesota, their struggle was not over. Adapting to a new community that often did not understand nor want them was difficult. This difficulty was compounded by the fact that the Hmong, despite possessing a rich folkloric tradition, have no written language of their own. Determined to tell the story of both her family and her people, Yang intimately chronicles the immigrant experience from the Hmong perspective.
Teacher note: The themes of this book are family relationships and overcoming adversity. It is nonfiction. I would use this book for a biography unit or as an intro for a social action project. My church is currently doing a social action project for the Karen refugees, including furniture collections, baby showers for the Karen, and gift collections at Christmas time. It is also a good book for book clubs. I heard Kao Kalia Yang speak, and it was very moving to hear about the Hmong experience. (Gail Jung)
I was going to add this book, so I will just add to Gail's post instead. Since a large percent of my students are Hmong and either their parents or they themselves, have immigrated to the United States this is a fairly popular book at my school. Kao Kalia Yang is herself a graduate of the school I teach at, and continues to be a voice for people in the Hmong community. A lot of my students enjoy this book because they feel it tells their story. Even though what they, or their parents, went through may have been different it is a mirror for them to see a bit of themselves in a book. There are few books written by or about Hmong people, so this allows an excellent opportunity to connect. It ties in nicely with teaching memoirs(how to read them and how to write them) as well as discussions and windows for students who come from different backgrounds. (Kari Beaudry)
American Eyes: New Asian-American Short Stories for Young Adults edited by Lori M. Carlson with an introduction by Cynthia Kadohata. Published by The Random House Publishing Group, 1994. For middle school students. 10 young Asian-American writers re-create stories that young people go through culturally and traditionally and todays reality. These writers are Japanese, Chinese, Vietnamese, Hawaiian, Filipino, and Korean. They explore the confusion and reality of growing up in a world different from where they grew up or their parents grew up. They tell about the choices we all make when looking for a world in which we want to belong. Many of the stories deal with the same theme: home vs. homeland. " How can a home be safe and secure in a homeland that is dangerous because it rejects you for your difference, or because it invites you to be like everyone else? Is a home the place that keeps the ways of another, more ancient homeland, or is it where new replaces old?"-Lori Carlson.
Family relationships, peer relationships, and community engagement are other themes to discuss with this book. (Michelle Anderson)

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
Iddings DaSilva, Christina Ana; Risko, Victoria J.; Rampulla, Maria Paula (2009). When You Don't Speak Their Language: Guiding, . Creating Language-Rich Instruction for English-Language Learners Through Conversations About Text.Learners. The Reading Teacher. Newark: Sep 2009 Vol.63,Oct. 2008. Vol. 62, Iss. 1;2; pg. 52176, 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
Ogle, D., & Correa-Kovtun, A.. (2010). Supporting English-Language Learners. 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 Struggling Readersresearchers who specialize in Content Literacy With the "Partner Readingeducation 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 Content, Too" Routine.I was in college," she said. The Reading Teacher, 63(7), 532-542.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).

Family relationships and community engagement are themes that are discussed in this book.
Cristina Benz
Grandfather's Journey by Allen Say. Houghton Mifflin, 1993. Grandfather's journey is the story of a man who spent his life moving between Japan and the US. Later, his grandson did the same thing, living in California but frequently visiting Japan. The story could be used in so very many ways, from younger elementary classrooms to high schools. I would use it as an addition to a unit on immigration, or nationalism (at the heart of the story is loving your country, or, in this case, both of your countries), or family relationships. It would also be excellent as a part of a unit on World War II, because one of the most touching illustrations is of the devastation after the war. Family relationships is the major theme of this book. (Amy Korba)

Iddings DaSilva, Christina Ana; Risko, Victoria J.; Rampulla, Maria Paula (2009). When You Don't Speak Their Language: Guiding English-Language Learners Through Conversations About Text. The Reading Teacher. Newark: Sep 2009 Vol.63, Iss. 1; pg. 52
Annotations #3
63(7), 532-542.
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).
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.
story because ___ .), and
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.

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
Iddings DaSilva, Christina Ana; Risko, Victoria J.; Rampulla, Maria Paula (2009). When You Don't Speak Their Language: Guiding English-Language Learners Through Conversations About Text. The Reading Teacher. Newark: Sep 2009 Vol.63, Iss. 1; pg. 52
Annotations #3
63(7), 532-542.
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)

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
Annotation #2
Iddings DaSilva, Christina Ana; Risko, Victoria J.; Rampulla, Maria Paula (2009). When You Don't Speak Their Language: Guiding English-Language Learners Through Conversations About Text. The Reading Teacher. Newark: Sep 2009 Vol.63, Iss. 1; pg. 52
Annotations #3
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.