Search Results: (1-15 of 18 records)
| Pub Number | Title |  Date |
|---|---|---|
| REL 2009066 | New Measures of English Language Proficiency and Their Relationship to Performance on Large-Scale Content Assessments
Using assessment results for 5th and 8th grade English language learner students in three Northeast and Island Region states, the report finds that the English language domains of reading and writing (as measured by a proficiency assessment) are significant predictors of performance on reading, writing, and mathematics assessments and that the domains of reading and writing (literacy skills) are more closely associated with performance than are the English language domains of speaking and listening (oral skills). |
1/27/2009 |
| 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 |
| NCES 2008031 | The Condition of Education 2008
The Condition of Education 2008 summarizes important developments and trends in education using the latest available data. The report presents 43 indicators on the status and condition of education. The indicators represent a consensus of professional judgment on the most significant national measures of the condition and progress of education for which accurate data are available. The 2008 print edition includes 43 indicators in five main areas: (1) participation in education; (2) learner outcomes; (3) student effort and educational progress; (4) the contexts of elementary and secondary education; and (5) the contexts of postsecondary education. |
5/29/2008 |
| 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 |
| WWC TRELL07 | English Language Learners Topic Report
English language learners are students with a primary language other than English who have a limited range of speaking, reading, writing, and listening skills in English. English language learners also include students identified and determined by their school as having limited English proficiency and a language other than English spoken in the home. This review focuses on programs to improve the English language literacy and/or academic achievement of elementary school students who are English language learners. For a program to be included, the majority of instruction has to be conducted in English (approximately 80%) but teachers might occasionally provide some native language support. The review focuses on programs for English language learners in grades K-6. It also includes studies in which students may no longer be considered to have limited English proficiency by their school but still have limited English language skills. |
7/30/2007 |
| WWC IRELPT07 | Peer Tutoring and Response Groups
Peer Tutoring and Response Groups aims to improve the language and achievement of English language learners by pairing or grouping students to work on a task. The students may be grouped by age or ability (English-only, bilingual, or limited English proficient) or the groups may be mixed. Peer tutoring typically consists of two students assuming the roles of tutor and tutee, or "coach and player" roles. Peer response groups give four or five students shared responsibility for a task, such as editing a passage or reading and answering comprehension questions. When working in a small group to edit a writing assignment, one student edits punctuation, another edits spelling, and another provides overall feedback on writing focus and clarity. Both peer tutoring pairs and peer response groups emphasize peer interaction and discussion to complete a task. |
7/9/2007 |
| 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 IRELPA07 | Peer-Assisted Learning Strategies (PALS)
Peer-Assisted Learning Strategies is an instructional program for use in elementary school classrooms to improve student proficiency in reading and math. It was developed for use with students with diverse academic needs, including English language learners. Although other programs emphasize peer-to-peer learning strategies that can be utilized in classrooms, this report focuses on Peer-Assisted Learning Strategies because of its possible usefulness with students with diverse academic needs, including English language learners with learning disabilities. |
5/14/2007 |
| WWC IRELBC07 | Bilingual Cooperative Integrated Reading and Composition (BCIRC)
The Bilingual Cooperative Integrated Reading and Composition (BCIRC) program, an adaptation of the Cooperative Integrated Reading and Composition (CIRC) program, was designed to help Spanish-speaking students succeed in reading Spanish and then making a successful transition to English reading. In the adaptation, students complete tasks that focus on reading, writing, and language activities in Spanish and English, while working in small cooperative learning groups. The intervention focuses on students in grades 2-5. |
2/15/2007 |
| 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 IRELOC06 | Instructional Conversations and Literature Logs
This WWC report examines the effect of Instructional Conversations and Literature Logs used in combination. The goal of Instructional Conversations is to help English language learners develop reading comprehension ability along with English language proficiency. Instructional Conversations are small-group discussions. Acting as facilitators, teachers engage English language learners in discussions about stories, key concepts, and related personal experiences, which allow them to appreciate and build on each others’ experiences, knowledge, and understanding. Literature Logs require English language learners to write in a log in response to writing prompts or questions related to sections of stories. These responses are then shared in small groups or with a partner. |
10/26/2006 |
| 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 IRELFF06 | Fast ForWord Language
Fast ForWord Language is a computer-based instructional program developed to build cognitive skills students need to improve English language proficiency and reading skill. It consists of seven game-like exercises, including nonverbal and verbal sound discrimination, phonological processing, vocabulary recognition, and language comprehension. Each exercise begins with basic skills and builds up to more complex skills. The difficulty of each task is continuously adapted so that students would get about 80% of the items correct. Fast ForWord Language was designed for students struggling with reading, but has been used for English language learners. There are multiple Fast ForWord products; this review focuses on Fast ForWord Language as used with English language learners. |
9/28/2006 |
| WWC IRELEP06 | Enhanced Proactive Reading
Enhanced Proactive Reading, a comprehensive, integrated reading, language arts, and English language development curriculum, is targeted to first-grade English language learners experiencing problems with learning to read through conventional instruction. The curriculum is implemented as small group daily reading instruction, during which English Language Learners instructors provide opportunities for participation from all students and give feedback for student responses. |
9/28/2006 |
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