1. Best Practices in Secondary/Tertiary Level Reading
Intervention for English Learners (ELs) Nancy E. Marchand-Martella,
Ph.D., BCBA-D Ronald C. Martella, Ph.D., BCBA-D 1
2. confidential and proprietary Disclaimer 2 How best to teach
ELs to read (native language first then in English, the two in
combination, or English only) is beyond the scope of this
presentation. Instead, we focus on effective reading intervention
practices for ELs.
3. confidential and proprietary Definition: English Learner 3 A
student who speaks English either not at all or with enough
limitations that he or she cannot fully participate in mainstream
English instruction (Goldenberg, 2008, p. 10).
4. confidential and proprietary Facts about ELs 4
Hispanics/Latinos are the fastest growing segment of the U.S.
population (Hemphill & Vanneman, 2011) 16.5% of U.S.
population; 25% of elementary population/21% of high school
population (Fry & Lopez, 2012) The majority of students in
Texas and California public schools are Hispanic/Latino (Kane,
2010; Smith, 2012) The number of ELs who enter school speaking a
primary language other than English is accelerating at a much more
rapid pace as compared to the overall preK-grade 12 student
population (Office of English Language Acquisition, Language
Enhancement and Academic Achievement for Limited English Proficient
Students, 2011).
5. confidential and proprietary Facts about ELs 5 ELs
(particularly Hispanics/Latinos) disproportionally live in poverty,
drop out of school, and perform less well on measures of reading
comprehension (Mancilla-Martinez & Lesaux, 2011). Drop out risk
has been aligned to low literacy skills, poor attendance, and class
failure (Alliance for Excellent Education, 2012). There is an
overrepresentation of ELs in special education (Sullivan,
2011).
6. confidential and proprietary Facts about ELs 6
Underachievement of ELs is due in part to inappropriate,
ineffective instruction (Marchand-Martella, Klingner, &
Martella, 2013). Those ELs who require reading intervention need
more focused and intentional instruction (just as non-ELs do)
beyond the Tier 1 core literacy program.
7. confidential and proprietary Response to Intervention (RTI)
7 Tier 3: Intensive Intervention (Possibly Special Education) Tier
2: Strategic Intervention (Supplemental) Tier 1: General Education
(Core)
8. confidential and proprietary Response to Intervention (RTI)
8 Tier 4: Additional Tier (Special Education) Tier 3: Intensive
Intervention (Possibly Special Education) Tier 2: Strategic
Intervention (Supplemental) Tier 1: General Education (Core)
9. confidential and proprietary Core Principles of RTI 9 We can
effectively teach all children. Intervene early. Use a multi-tier
model of service delivery. Use a problem-solving method to make
decisions within a multi-tier model. Use research-based,
scientifically validated interventions/instruction. Monitor student
progress to inform instruction. (Source: National Association for
State Directors of Special Education, 2006)
10. confidential and proprietary Claude Goldenberg (2013) of
Stanford University notes: rather than providing a list of
instructional practices specifically validated by research as
effective with ELswhich would be a short listI instead identify
three important principles based in research: 1. Generally
effective practices are likely to be effective with ELs. 2. ELs
require additional instructional supports. 3. Home language can be
used to promote academic development. Unlocking the Research on ELs
10
11. confidential and proprietary What we know about effective
instruction in general is the foundation of effective instruction
for ELs. There is considerable overlap between what is effective
for ELs and what is effective for non-ELs (Goldenberg, 2013).
11
12. confidential and proprietary Effective Teaching Practices
for ELs (Goldenberg, 2013) Clear goals and objectives Appropriate
and challenging material Well-designed instruction and
instructional routines Clear instructions and supportive guidance
as learners engage with new skills Effective modeling of
skills/strategies/procedures Active student engagement and
participation Informative feedback to learners Application of new
learning and transfer to new situations Practice and periodic
review Structured, focused interactions with other students
Frequent assessments, with reteaching as needed Well-established
classroom routines and behavior norms 12
13. confidential and proprietary Strongest evidence noted for
programs such as Direct Instruction, Success for All, and phonics
instruction programs (Goldenberg, 2013). Effective instruction is
most certainly a necessary base but it is not sufficient to promote
accelerated learning among ELs. Need to provide sheltered
instruction (facilitate learning academic content in English for
those who are limited in English proficiency) Build on student
experiences Build on background knowledge Use graphic organizers
Add pictures as cues 13
14. confidential and proprietary An Emphasis on Technology and
Digital-Based Learning Use of videos to enhance instruction was
more effective for ELs than non-video enhanced instruction
(Goldenberg, 2013). Multimedia-enhanced instruction offers much
promise for ELs (Goldenberg, 2013) 14
15. Example Video 15confidential and proprietary
16. confidential and proprietary
http://alasedu.drupalgardens.com/resources ALAS: Association of
Latino Administrators and Superintendents 16
17. confidential and proprietary Targeted Areas to Include in
an Effective EL Literacy Program Include: 17
18. confidential and proprietary 1. Use Culturally Responsive
Instruction Infuse knowledge of different cultures into
instruction; showcase diverse perspectives (Gay, 2010). 18
19. confidential and proprietary ElementaryDigital Print
Project 19
20. confidential and proprietary Secondary Print Project
Digital 20
21. confidential and proprietary 2. Use Explicit Instruction
Model (Strong Support) Guide (Moderate Support) Monitor
(Independence) 21
22. confidential and proprietary I DO WE DO YOU DO Three Dos
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23. confidential and proprietary Gradual Release Model 23
24. confidential and proprietary Model Guide Monitor Student
Responsibility Increases Computer/Teacher Responsibility Decreases
Gradual Release of Responsibility 24
25. confidential and proprietary 25
26. confidential and proprietary Those teachers who incorporate
explicit instruction in their classrooms have students who exhibit
the strongest academic outcomes (Linan-Thompson & Vaughn,
2007); mixed results for those with little direct teaching
(Goldenberg, 2008). Direct and explicit instruction is a key
component to quality instruction for ELs and those with learning
disabilities (Caldern, 2006; Ritchey, 2011). 26
27. confidential and proprietary 3. Use Differentiated and
Intensive Instruction Modeling and dialogue Reflective thinking and
making connections Project-based writing activities that promote
collaboration/critical thinking Enhanced academic responding Brisk
pacing Lots of positive reinforcement Corrective feedback
Cooperative learning Progress monitoring Graphic organizers 27
28. confidential and proprietary 28
29. confidential and proprietary 4. Focus on Vocabulary
Development Vocabulary instruction is touted as one of the most
important skills to teach (Kieffer & Lesaux, 2007). Read more
complex text. Focus on meaning of a few words (use student-
friendly definitions). Answer comprehension questions related to
vocabulary knowledge. Use pictures along with definitions. Discuss
word meaning! 29
30. 30 Vocabulary example from Print Experience
31. confidential and proprietary 5. Teach To What Students Have
In Common (Willingham & Daniel, 2012) Teachers can make great
strides in improving student achievement by teaching to
commonalities, not differences (p. 21). Commonalities: 1. Factual
Knowledge 2. Practice 3. Feedback (Immediate) 31
32. confidential and proprietary 6. Use Best Practices in
Reading Instruction (SBRR) Emphasis on oral language and listening
comprehension Focus on reading comprehension strategies Read alouds
with explicit vocabulary instruction and scaffolded story retelling
Word study and phonics Reading connected text Fluency building
Progress monitoring 32
33. 33
34. confidential and proprietary Benefits of Mixing It Up
Technology coupled with opportunities to discuss along with
opportunities to extend learning in innovative and collaborative
ways is key for ELs! 34
35. confidential and proprietary Formative assessments: Strong
evidence Intensive small group instruction: Strong evidence High
quality vocabulary instruction: Strong evidence Structured
collaborative work: Strong evidence Gersten et al. (2007) IES
meta-analysis IES Meta-Analysis Findings 35
36. confidential and proprietary Findings Quality of
instruction is more important than the language of instruction. No
difference in only Spanish and transition to English or English
only reading programs. Small group instruction is a key element.
Embedded videos help motivate and improve learning. Collaborative
learning enhances all levels of instruction. 36
37. Takeaways RTI Explicit InstructionRemember what works for
non ELs typically works with ELs (gradual release model) Technology
(Mix it up!) Culturally responsive instruction Differentiated and
intensive instruction Vocabulary development SBRR 37