Reading Instruction For English Language Learners

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Research Review

Research Article 1

Kamps, D., Abbot, M., Greenwood, C., Arreaga-Mayer, C., Wills, H., Longstaff, J., Culpepper, M., & Walton, C. (2007). Secondary-Tier Intervention Use of
Evidence-Based, Small-Group Reading Instruction for English Language
Learners in Elementary. Learning Disability Quarterly, 2007 30:153, pp 153-168. doi: 10.2307/30035561.

A statement of the problem
The percentage of public elementary and secondary school students in the United States who were identified as English language learners (ELL) in the 1999-2000 school year was 6.7% of the total school population (U.S. Department of Education, 2000). Increases in the ELL school population is due to growth in the Hispanic subpopulation. As a group,
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This study suggests that direct instruction using evidence-based reading practice in small groups of 3-5 students is a teaching method that should be employed by teachers of ELL students in order to increase the students’ assessment outcomes.
Selection of the participants
The 318 participants were first and second grade students attending one of the schools involved in the five-year experiment. The study included 6 Kansas schools: 2 suburban with less than 21% of all students qualifying for free/reduced lunch, and 4 urban with greater than 84% of all students qualifying for free/reduced lunch. Of the 318 participants, 148 were English-only students and 170 were ELL students. Spanish was the primary language for 99 of the students included in the study.
The instrumentation used in the research
Two primary measures of early literacy skills were used, the Dynamic Indicators of Basic Early Literacy Skills (DIBELS) as a repeated measure and the Woodcock Reading Mastery Test on a pre- and post-basis. DIBELS was used in this study: (a) to identify children who were not acquiring early literacy skills and (b) to monitor reading progress. Two subtests were also
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