1. 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. 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. 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. 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. 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. 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. 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. 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. 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. 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. 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. 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. 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. 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. 15. Example Video 15confidential and proprietary
16. 16. confidential and proprietary http://alasedu.drupalgardens.com/resources ALAS: Association of Latino Administrators and Superintendents 16
17. 17. confidential and proprietary Targeted Areas to Include in an Effective EL Literacy Program Include: 17
18. 18. confidential and proprietary 1. Use Culturally Responsive Instruction Infuse knowledge of different cultures into instruction; showcase diverse perspectives (Gay, 2010). 18
19. 19. confidential and proprietary ElementaryDigital Print Project 19
20. 20. confidential and proprietary Secondary Print Project Digital 20
21. 21. confidential and proprietary 2. Use Explicit Instruction Model (Strong Support) Guide (Moderate Support) Monitor (Independence) 21
22. 22. confidential and proprietary I DO WE DO YOU DO Three Dos 22
23. 23. confidential and proprietary Gradual Release Model 23
24. 24. confidential and proprietary Model Guide Monitor Student Responsibility Increases Computer/Teacher Responsibility Decreases Gradual Release of Responsibility 24
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26. 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. 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
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29. 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. 30 Vocabulary example from Print Experience
31. 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. 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
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34. 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. 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. 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. 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