The Percentage Of Public Elementary And Secondary School Students

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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). The increase is in mainly in the Hispanic subpopulation and Hispanic students traditionally perform poorly on national assessments. The No Child Left Behind legislation requires that “all children will have a fair, equal, and significant opportunity to receive a high-quality education and reach, at a minimum, proficiency” on standardized assessments (Section 1001, p. 15). As ELL student populations increase so does the pressure on teachers and schools to increase the numbers of ELL students who meet state-governed reading proficiency levels.
A review of the literature
The researchers’ in this study conclude that ELL students participating in secondary-tier interventions using curricula with a direct instruction approach and delivered in small groups presented greater outcomes in student progress on DIBELS assessments and for the Woodcock Reading Mastery test. The researchers cite other reading studies that have used these same assessment methods as giving validity to their use. Their study outcomes further suggest 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

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