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ERIC Number: EJ1067205
Record Type: Journal
Publication Date: 2008
Pages: 19
Abstractor: As Provided
Reference Count: 51
ISSN: EISSN-2155-9635
What Administrators Should Know about a Research-Based Oral Language Development Intervention for English Language Learners: A Description of Story Retelling and Higher Order Thinking for English Language and Literacy Acquisition--STELLA
Irby, Beverly; Quiros, Ana M.; Lara-Alecio, Rafael; Rodriguez, Linda; Mathes, Patricia
International Journal of Educational Leadership Preparation, v3 n2 Jul-Sep 2008
Campus administrators need to have a good understanding of strategies that work with diverse populations they serve. In this paper, the authors share a research-based intervention from a longitudinal randomized trial study funded by the Institute for Education Sciences, U.S. Department of Education. The intervention is Story Retelling and Higher Order Thinking for English Language and Literacy Acquisition (STELLA) which combines the following components: (a) integrated ESL strategies, (b) higher order leveled questions, (c) academic vocabulary in the content area of science which was explicitly and implicitly taught, (d) opportunities for students to practice language through retelling, and (e) training for the teachers on a biweekly basis.
NCPEA Publications. Web site:
Publication Type: Journal Articles; Reports - Research
Education Level: N/A
Audience: N/A
Language: English
Sponsor: Institute of Education Sciences (ED)
Authoring Institution: N/A
Identifiers - Assessments and Surveys: Dynamic Indicators of Basic Early Literacy Skills (DIBELS); Gray Oral Reading Test; Wide Range Achievement Test; Woodcock Diagnostic Reading Battery
IES Funded: Yes