Search Results: (1-15 of 19 records)
| Pub Number | Title |  Date |
|---|---|---|
| NCES 2009036REV | Mathematics Achievement of Language-Minority Students During the Elementary Years
This Issue Brief uses data from the Early Childhood Longitudinal Study, Kindergarten Class of 1998-99 (ECLS-K) to examine the scores of public-school language-minority students on a mathematics assessment in 1st grade, as well as the gain in their scores between 1st and 5th grades. Scores are reported by three background characteristics--student’s race/ethnicity, poverty status, and mother’s education--that have been found to be related to achievement. The findings indicate that language-minority students (English Proficient students and English Language Learners) scored lower on a 1st-grade mathematics assessment than did students whose primary home language was English. Between 1st and 5th grades, there was no measurable difference in gain scores on the mathematics assessment among the three language groups. However, gain score differences within and between the language groups were found by student background characteristics. For example, Asian language-minority students made greater gains than their Hispanic peers. |
12/16/2008 |
| REL 2008049 | Preparing to Serve English Language Learner Students: School Districts with Emerging English Language Learner Communities
This report aims to help school districts deal with the challenges of newly enrolling or rapidly increasing English language learner students by offering background information and sharing the experiences of districts that have addressed similar challenges in providing services and infrastructure to support the success of English language learner students. |
6/19/2008 |
| REL 2007012 | Assessing the Likelihood Virginia Public Schools will Meet the Central Goal of No Child Left Behind: Having Every Student Proficient
This report investigates progress in Virginia public schools in satisfying the requirement of the No Child Left Behind Act of 2001 that every student be proficient in reading and math by 2014. It develops a variable change model that uses observed baseline proficiency and proficiency trends at individual schools to forecast gains for six subgroups in elementary, middle, and high schools. |
9/27/2007 |
| REL 2007025 | Registering Students from Language Backgrounds Other Than English
This report seeks to alert administrators, school staff, and database managers to variations in the naming systems of other cultures; to help these groups accommodate other cultures and identify students consistently in school databases; and to provide knowledge of other cultures' naming conventions and forms of address to assist in interacting with students and their family members. |
9/5/2007 |
| NCES 2007006 | Comparative Indicators of Education in the United States and Other G-8 Countries: 2006
This report describes how the education system in the United States compares with education systems in the other G-8 countries--Canada, France, Germany, Italy, Japan, the Russian Federation, and the United Kingdom. Twenty indicators are organized in five sections: (1) population and school enrollment; (2) academic performance; (3) context for learning; (4) expenditure for education; and (5) education returns: educational attainment and income. |
8/14/2007 |
| WWC IRECLB07 | Let's Begin with the Letter People®
Let's Begin with the Letter People® is an early education curriculum that uses thematic units to develop children's language and literacy skills. A major focus is phonological awareness, including rhyming, word play, alliteration, and segmentation. Children are encouraged to learn as individuals, in small groups, and in a whole-class environment. Both cognitive and socio-emotional development are presented as keys to learning. |
7/30/2007 |
| WWC IRELSA07 | Success for All
Success for All (SFA) is a comprehensive reading, writing, and oral language development program for students in pre-K through eighth grade. Its underlying premise is that all children, including those with limited English proficiency, can and should be reading in English at grade level by the end of third grade. (SFA can impact Spanish literacy as well, though these outcomes fall outside the scope of this report.) Initial reading instruction is delivered in 90-minute daily blocks to students grouped by reading level, across classes and grades. Certified teachers provide daily tutoring to those students who are having difficulty reading. In addition, Family Support Teams and full-time SFA facilitators train teachers, oversee student assessments, encourage parental involvement, work to decrease absenteeism, and assist with decisions about group placement and tutoring. |
7/2/2007 |
| WWC IRELRN07 | Read Naturally
Read Naturally is designed to improve reading fluency using a combination of books, audio-tapes, and computer software. This program includes three main strategies: repeated reading of English text for oral reading fluency development, teacher modeling of story reading, and systematic monitoring of student progress by teachers. Students work at a reading level appropriate for their achievement level, progress through the program at their own rate, and work, for the most part, on an independent basis. The Read Naturally strategy is designed to increase time spent reading by combining teacher modeling, repeated reading, and progress monitoring. Although the program was not originally developed for English language learners (ELL), materials for these students are now available. |
6/25/2007 |
| WWC IRECWC07 | Words and Concepts
Words and Concepts is a computer software program that focuses on building oral language skills related to vocabulary, comprehension, word relationships, and other concepts in six units—vocabulary, categorization, word identification by function, word association, concept of same, and concept of different. It can be used by adults and children with varying special needs, including language-learning disabilities, developmental disabilities, physical impairments, hearing and vision impairments, and autism. |
3/12/2007 |
| WWC IRECEDR07REV | Dialogic Reading
Dialogic Reading is an interactive shared picture book reading practice designed to enhance young children's language and literacy skills. During the shared reading practice, the adult and the child switch roles so that the child learns to become the storyteller with the assistance of the adult who functions as an active listener and questioner. Two related practices are reviewed in the WWC intervention reports on Interactive Shared Book Reading and Shared Book Reading. |
2/8/2007 |
| WWC IRECIS07 | Interactive Shared Book Reading
Interactive Shared Book Reading is a general practice that adults may use when reading with children and is intended to enhance young children's language and literacy skills. Typically, Interactive Shared Book Reading involves an adult reading a book to a child or a small group of children and using a variety of techniques to engage the children in the text. Two related practices are addressed in the What Works Clearinghouse (WWC) intervention reports on Dialogic Reading and Shared Book Reading. |
1/18/2007 |
| WWC IRELVA06 | Vocabulary Improvement Program for English Language Learners and Their Classmates
The Vocabulary Improvement Program for English Language Learners and Their Classmates (VIP) is a vocabulary development curriculum for English language learners and native English speakers (grades 4–6). The 15-week program includes 30–45 minute whole class and small group activities, which aim to increase students' understanding of target vocabulary words included in a weekly reading assignment. |
10/30/2006 |
| WWC IRELRM06 | Reading Mastery/SRA/McGraw-Hill
Reading Mastery is a direct instruction program designed to provide explicit, systematic instruction in English language reading. Reading Mastery is available in two versions, Reading Mastery Classic levels I and II (for use in grades K–3) and Reading Mastery Plus, an integrated reading-language program for grades K–6. The program begins by teaching phonemic awareness and sound-letter correspondence and moves into word and passage reading, vocabulary development, comprehension, and building oral reading fluency. Later lessons continue to emphasize accurate and fluent decoding while teaching students the skills necessary to read and comprehend and to learn from expository text. Lessons are designed to be fast-paced and interactive. Students are grouped by similar reading level, based on program placement tests. The program includes placement assessments and a continuous monitoring system. Although not designed exclusively for English language learners, Reading Mastery can be used with this group of students. |
9/28/2006 |
| WWC IRELRW06 | Read Well
Read Well is a research-based reading curriculum designed to improve student literacy. This program includes explicit, systematic instruction in English decoding, sustained practice of decoding skills and fluency, and instruction in vocabulary and concepts presented in text. It also provides support for English language learner (ELL) students through scaffolded lesson instruction and oral language priming activities. |
9/21/2006 |
| WWC IRELAR06 | Arthur
Arthur, a book-based educational television program designed for children ages 4–8, is popular among preschool and kindergarten students. The program is based on the storybooks, by Marc Brown, about Arthur, an 8-year-old aardvark. Each show is 30 minutes in length and includes two stories involving characters dealing with moral issues. The show has been used as a listening comprehension and language development intervention for English language learning students. |
9/16/2006 |
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