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Annotated Bibliography On English Language Learners

1201 Words5 Pages

Lesaux and Harris (2003) examined several researches that focused on English language learners (ELLs) with reading difficulties. At least 80% of teacher referrals for special education are for students that have trouble in reading, which is a huge issue regarding ELL students (Snow et al., 1998, p.40). This is because teacher’s indecisiveness to distinguish younger ELL students who are in danger of reading difficulties, despite proof of risk factors that were determined by using measures for early literacy detection. For instance, ELLs who exhibited shortcoming in sound recognition and structure are unlikely to be associated for being at risk for LD. It is only afterwards when student fail to meet academic expectations are they referred to additional services and special educational services. Previous services consisted of a wait-and-see attitude that was looked at by many school administrators as being hurtful to the advancement of reading goals (McCardle et al., 2005). Teachers have described the frustration of not being well prepared to provide supportive services to ELLs that are struggling. Researchers agree that this may be due to the lack of tools, information, …show more content…

RTI is used as a tool to promote instructional learning and decrease behavioral problems, to act early when identifying students with special needs, and to conduct ongoing assessments and check-ins. This approach is especially critical for creating a dialect between teachers and special education teachers. The tier 1, 2, and 3 systems are put in place for overall support. Tier 1 places the lead teacher in charge of classroom instructions, with the support from the co-teacher. For example, lead teachers teach the entire class, while co-teacher works with students in smaller groups that require re-teaching of instructions or utilizing other methods of instruction (Friend, Reising, and Cook, 1993; Sileo,

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RTI: A Closer Look At Tier 3-1-17 Carol Patterson

820 Words | 4 Pages

The traditional method sometimes groups students into the special education category when this is not the appropriate place for them. RTI is a tiered system, and the students are identified based on their need for general education instruction. The traditional method does not follow progress monitoring or collaboration.

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Summary Of What Have I Learned When Kids Can T Read

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There are many reasons that a student may not be reading, and teachers need to not just compensate for the lack of skill but take step to develop a plan that incorporates

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Ap English Textbook Chapter 2 Summary

1167 Words | 5 Pages

Estimating the risk of future reading difficulties in kindergarten children: A research-based model and its clinical implementation. Language, Speech, and Hearing Services in Schools, 32, 38–50. Fielding, L., Kerr, N., & Rosier, P. (2007). Annual Growth for all students, Catch-Up Growth for those who are behind. Kennewick, WA:

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Examples Of Evidence Based Phonological Awareness

151 Words | 1 Pages

Phonological awareness instruction can help improve the reading of a struggling student by systematically providing the student with the tools to recognize alphabet and

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Rt1 Response To Intervention

305 Words | 2 Pages

Response to Intervention, or also known as RtI, was created to help detect the presence of a learning disability. The intervention program is a scientific research-based, base on a student’s response. RtI can only help the regular education students that has academic problems or behavior problem. For academic problem there are three tiers to RtI, and of these tiers tier II and tier III each has a four week time period for evaluation. In the first tier the teacher will let the student continue in wholes group instruction, while documenting the action of that student.

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Summary Of School Is For Learning To Read By Emily Hanford

945 Words | 4 Pages

Adams recalls when her son was being taught to read over Zoom: “In kindergarten and again in first grade, her son and his classmates were taught that when they came to a word they didn’t know, they should look at the first letter, look at the picture in the book and think of a word that would make sense. They weren’t told to sound out the word”(Hanford 1). It is evident that this method of teaching was ineffective as it does not teach children how to sound out a word for them to read and understand it. Hanford uses research that demonstrates how schools have not been effective in teaching children how to read, which is a crucial skill to learn. Hanford states, “In a 2019 survey by Education Week, 72 percent of elementary special education and K-2 teachers said their schools used balanced literacy”(1).

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Labeling And FAPE Response Paper

405 Words | 2 Pages

The one solution that most school has pushed for is a strong response to instruction (RTI) framework used for reading and math. RTI allows for student to receive instructional support for needs academically. RTI must be attempted before a child is referred to special education. This is to help decrease the amount of children who are

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Multi Tier System Of Support Paper

541 Words | 3 Pages

The team is not only responsible for following a set process, tey are also responsible for identifying appropriate services for ELLs that are not demonstrating adequate academic progress. In such cases, the team must identify the problem or challenges the student is facing, collect a robust body of evidence that showcases the students current level of performance, and perform formal observations of the learning environment. Evidence-based interventions are then put in place to target the lagging skill(s). These intervention are then monitored through documented progress monitor assessments tools (i.e. work samples, formative assessments, observations). In the end, if the students fails to demonstrate growth after interventions have been in place for an extended period of time, and the MTSS process is followed with fidelity, the team can move forward with a special education referral (Colorado Department of Education,

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Phonics: Annotated Bibliography

1701 Words | 7 Pages

The author begins by sharing a first-hand experience of a student with dyslexia falling behind in literacy by second grade, even while placed in a multi-tiered system of support. The author explores why a structured literacy approach would be beneficial for this student by stating the key features of SL. According to Spear-Swerling (2018), the key features include: explicit and systematic instruction, cumulative practice, ongoing review, student-teacher interaction, use of examples and nonexamples, decodable text, and effective feedback(pg.2). The author stresses that the instruction should be explicit and systematic, meaning that the teacher should teach and then have students practice, but it should all be done in a sequence that is logical with skills in

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Former English Language Learner (ELL)

313 Words | 2 Pages

As a former English Language Learner (ELL) student, I remember my ESOL teacher using direct instructions when I first came to the U.S. through middle school and high school. The teacher used modeling freely and placing me in groups with other students that were fluent in both languages that helped with tutoring when I had a difficult time understanding the teacher. Through this process of learning I began to communicate and slowly learned the English language. As a paraprofessional at Hillsborough High School, I use similar direct instructional strategies for my ELL students because it helps me plan in advance what lesson the teacher is going to teach and it allows me to clearly present the lesson in both the English and Spanish language.

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Summary Of The Focal Problem

579 Words | 3 Pages

Teachers are already supporting their ELL and native English speakers in their classroom but what else can be done for ELLs who are struggling with reading and understanding the text? What are methods that teachers can learn to add to their daily lessons that will improve students’ academic growth in the classroom? Context of focal problem

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Response To Intervention Analysis

858 Words | 4 Pages

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Successful Interventions: A Student Literacy Review For Queensland State Schools

2634 Words | 11 Pages

Reading is indispensable to a students’ academic progress in school, and consequently their success in life. Research has shown that both children and adults who struggle to read are severly disadvantaged when they cannot create meaning from text. Research indicate that when students experience difficulties in reading in the formative years, they stand a minimal chance of reaching reading parity with their peers. In addition, students experiencing reading difficulties often encounter further setbacks and as they advance through the grades the academic development in comparison to those who read well grows more distinct.

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Essay On Dyslexia In Education

869 Words | 4 Pages

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Literature Review: Multisensory Instruction In Education

737 Words | 3 Pages

Children who are unsuccessful early are more likely to start disliking reading and avoid it all together (Campbell et al., 2008). When children aren’t successful at reading from early on, they’re at a substantially higher risk of being unable to read at grade level (Campbell et al., 2008). Multisensory Instruction in Education Multisensory instruction started in the 1920’s originating from neuropsychiatrist and pathologist, Dr. Samuel Orton’s search to find instructional methods that would aid in helping students with dyslexia learn. Orton partnered with educator and psychologist, Anna Gillingham to start planning a teaching approach intended to provide assistance to students struggling

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