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Search Results: (46-49 of 49 records)

 Pub Number  Title  Date
WWC IRELLRN10 Read Naturally
The What Works Clearinghouse (WWC) examined the research on Read Naturally, a supplemental reading program designed to improve reading fluency. This review focuses on Read Naturally for English language learners. Using a combination of books, audiotapes, and computer software, Read Naturally, has three main strategies. The first involves repeated reading of text for developing oral reading fluency. The second uses teacher modeling, a process where students read along while listening to a recording of a fluent reader. The third strategy incorporates monitoring of student progress by teachers and the students themselves. Based on its review of the research, the WWC found no discernible effects in reading achievement and English language development for elementary school English language learners.
WWC IRSLDOG10 Orton-Gillingham-based Strategies
Orton-Gillingham is a broad, multisensory approach to teaching reading and spelling that can be modified for individual or group instruction at all reading levels. Teaching sessions are action oriented with auditory, visual, and kinesthetic elements reinforcing one another. The approach targets persons with the kinds of language processing problems (reading, spelling, and writing) associated with dyslexia.The What Works Clearinghouse review of the research on unbranded Orton-Gillingham-based strategies for students with learning disabilities identified 31 studies that were released between 1989 and 2009. No studies that fall within the scope of the Students with Learning Disabilities review protocol meet WWC evidence standards. The lack of studies meeting WWC evidence standards means that, at this time, the WWC is unable to draw any conclusions based on research about the effectiveness or ineffectiveness of unbranded Orton-Gillingham-based strategies for students with learning disabilities.
REL 2010085 Processes and Challenges in Identifying Learning Disabilities Among English Language Learner Students in three New York State Districts
To help districts accurately identify students who are English language learners and also have learning disabilities, this study examines practices and challenges in the processes applied in three New York State districts in identifying learning disabilities among students who are English language learners. Using interviews with district and school personnel and documents from state and district web sites, the study finds both similarities and differences in practices, with more differences in the prereferral process than in the referral process. It identifies eight challenges to the identification of learning disabilities in English language learner students: difficulties with policy guidelines; different stakeholder views about timing for referral of English language learner students; insufficient knowledge among personnel involved in identification; difficulties providing consistent, adequate services to English language learner students; lack of collaborative structures in prereferral; lack of access to assessments that differentiate between second language development and learning disabilities; lack of consistent monitoring of struggling students who are English language learners; and difficulty obtaining students' previous school records. Further analysis suggests five interrelated elements that appear to be important for avoiding misidentification of learning disabilities among students who are English language learners: adequate professional knowledge, effective instructional practices, effective and valid assessment and interventions, interdepartmental collaborative structures, and clear policy guidelines.
WWC IRDPHS09 High School Puente Program
The High School Puente Program aims to help disadvantaged students graduate from high school, become college eligible, and enroll in four-year colleges and universities. The program consists of the following components: 1) a 9th- and 10th-grade college preparatory English class that incorporates Mexican-American/Latino and other multicultural literature; 2) a four-year academic counseling program for students; and 3) student leadership and mentoring activities with volunteers from the local community. High School Puente is open to all students and is targeted to students from populations with low rates of enrollment at four-year colleges. Students are identified for the program at the end of their 8th-grade year through an application and selection process. Each High School Puente site is implemented by a team consisting of an academic counselor and an English teacher. These team members receive intensive initial training in program methodologies, along with ongoing training and support for as long as they implement the program. In addition to High School Puente, the Puente Program has a community college program model. The community college program does not fall within the WWC Dropout Prevention protocol.
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