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Peer reviewed
Direct linkChaparro, Erin A.; Smolkowski, Keith; Gunn, Barbara; Dennis, Caroline; Vadasy, Patricia – Journal of Education for Students Placed at Risk, 2022
This paper reports the outcomes of an experimental evaluation of "Direct Instruction Spoken English" ("DISE"), an English language curriculum that focuses on developing English speaking, listening, and comprehension skills in English Learners (ELs). Twenty-nine middle schools in three states were randomly assigned to teach…
Descriptors: Program Effectiveness, English (Second Language), Second Language Learning, Second Language Instruction
Download full textChaparro, Erin A.; Smolkowski, Keith; Gunn, Barbara; Dennis, Caroline; Vadasy, Patricia – Grantee Submission, 2022
This paper reports the outcomes of an experimental evaluation of "Direct Instruction Spoken English (DISE)," an English language curriculum that focuses on developing English speaking, listening, and comprehension skills in English Learners (ELs). Twenty-nine middle schools in three states were randomly assigned to teach "DISE"…
Descriptors: Program Effectiveness, English (Second Language), Second Language Learning, Second Language Instruction
Gonzales, Wendy; Tejero Hughes, Marie – Reading Psychology, 2021
Over 11 million students enter school speaking a language other than English. Due to their emerging English proficiency, many English Learners (ELs) struggle with English literacy, which impacts their overall achievement in school. However, there is evidence that ELs who have solid skills in their native language are able to apply their…
Descriptors: Spanish, Literacy Education, Outcomes of Education, English Language Learners
Mitchell, Mary P.; Ehren, Barbara J.; Towson, Jacqueline A. – Perspectives of the ASHA Special Interest Groups, 2022
Purpose: The purpose of this study was to investigate the effects of a vocabulary intervention delivered by teachers collaborating with speech-language pathologists (SLPs) in the classroom as compared with teachers in a noncollaborating condition. Method: This quasi-experimental study employed a collaboration treatment condition (n = 2…
Descriptors: Vocabulary Development, Grade 3, Elementary School Teachers, Elementary School Students
Tong, Fuhui; Luo, Wen; Irby, Beverly J.; Lara-Alecio, Rafael; Rivera, Hector – International Journal of Bilingual Education and Bilingualism, 2017
We examined the direct impact of an ongoing, intensive, and structured professional development (PD) within an English-as-second-language (ESL) instructional intervention on (a) teachers' time allocation in cognitive--academic language proficiency (CALP) and (b) Spanish-speaking English language learners' (ELLs) CALP development from the second to…
Descriptors: Faculty Development, English Language Learners, Expressive Language, Vocabulary Development
Johnston, Lauren E.; Mercer, Sterett H.; Geres-Smith, Rhonda – Canadian Journal of School Psychology, 2018
The purpose of this preliminary study was to determine whether incorporating vocabulary instruction in individual reading fluency interventions for English Language Learners (ELLs) would improve reading comprehension. Two vocabulary instructional procedures were contrasted with a fluency-building only condition in an alternating-treatments design…
Descriptors: Vocabulary Development, English (Second Language), Second Language Learning, Second Language Instruction
Carlin Conner; Jill H. Allor; Stephanie Al Otaiba; Paul Yovanoff; Lauren LeJeune – Focus on Autism and Other Developmental Disabilities, 2024
This study examined the response of two students in the Southwestern United States with autism spectrum disorder and IQ in the intellectual disability range to a comprehensive, text-based reading intervention. The intervention, "Friends on the Block," includes multiple strands of literacy providing explicit instruction in phonics,…
Descriptors: Autism Spectrum Disorders, Students with Disabilities, Intellectual Disability, Intervention
Puhlman, Jane E.; Wood, Carla L. – Communication Disorders Quarterly, 2020
There is not general consensus on best practice for assessment and intervention of phonological awareness (PA) for children who are D/deaf or hard of hearing (D/dhh). The current study surveyed the PA practices of teachers of the deaf and speech-language pathologists to explore perceptions of PA importance, familiarity, and helpfulness related to…
Descriptors: Phonological Awareness, Deafness, Hearing Impairments, Speech Language Pathology
Rubin, Daniel Ian – Intervention in School and Clinic, 2016
The process of learning to read is difficult for many children, and this is especially true for students with learning disabilities (LD). Reading in English becomes even more difficult when a student's home language is not English. For English language learner (ELL) students with LD, acquiring the necessary skills to read fluently is an even…
Descriptors: Oral Reading, Reading Fluency, English Language Learners, Learning Disabilities
Zoski, Jennifer L.; Erickson, Karen A. – Communication Disorders Quarterly, 2017
This study investigated the feasibility of multicomponent linguistic awareness intervention on early literacy skills in at-risk kindergarteners. Seventeen students, including native Spanish-speaking English language learners (n = 10) and native English speakers (n = 7), participated in a 6-week small-group therapy program, for a total of 12…
Descriptors: Kindergarten, At Risk Students, Feasibility Studies, Metalinguistics
Vanderwood, Michael L.; Nam, Jeanie E.; Sun, Jennifer W. – Contemporary School Psychology, 2014
The purpose of this study was to examine the validity of two Dynamic Indicators of Basic Early Literacy Skills (DIBELS) early literacy measures with first-grade Korean speaking English Learners (ELs). A total of 30 first-grade Korean ELs were screened three times during the year using early literacy measures from DIBELS. A sample of students was…
Descriptors: Korean, Native Language, Phonological Awareness, Screening Tests
Lindo, Endia J.; Weiser, Beverly; Cheatham, Jennifer P.; Allor, Jill H. – Grantee Submission, 2018
This study examines the effectiveness of minimally trained tutors providing a highly structured tutoring intervention for struggling readers. We screened students in Grades K-6 for participation in an after-school tutoring program. We randomly assigned those students not meeting the benchmark on a reading screening measure to either a tutoring…
Descriptors: After School Programs, After School Education, Literacy, Tutoring
Lindo, Endia J.; Weiser, Beverly; Cheatham, Jennifer P.; Allor, Jill H. – Reading & Writing Quarterly, 2018
This study examines the effectiveness of minimally trained tutors providing a highly structured tutoring intervention for struggling readers. We screened students in Grades K-6 for participation in an after-school tutoring program. We randomly assigned those students not meeting the benchmark on a reading screening measure to either a tutoring…
Descriptors: After School Programs, After School Education, Literacy, Tutoring
Wanzek, Jeanne; Otaiba, Stephanie Al; Schatschneider, Christopher; Donegan, Rachel E.; Rivas, Brenna; Jones, Francesca; Petscher, Yaacov – Journal of Research on Educational Effectiveness, 2020
This study examined the effectiveness of the intensive implementation of a multicomponent reading intervention ("Voyager Passport") with 306 fourth-grade students with severe reading difficulties. Students with reading comprehension achievement below the 15th percentile in the fall of fourth grade were randomly assigned to the intensive…
Descriptors: Intervention, Elementary School Students, Students with Disabilities, Reading Difficulties
Reese, Elaine; Robertson, Sarah-Jane; Divers, Sarah; Schaughency, Elizabeth – First Language, 2015
Children's phonological awareness develops rapidly in the preschool years and is an important contributor to later reading skill. This study addresses the role of parents' talk in preschool children's phonological awareness development. A community sample of 27 parents and their 3- to 4-year-old children participated in a new "Sound…
Descriptors: Preschool Children, Phonological Awareness, Parent Child Relationship, Language Skills
