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ERIC Number: EJ794321
Record Type: Journal
Publication Date: 2008
Pages: 11
Abstractor: Author
Reference Count: 28
ISBN: N/A
ISSN: ISSN-1534-5084
Instructional Strategies for Improving Achievement in Reading, Mathematics, and Science for English Language Learners with Disabilities
Shyyan, Vitaliy; Thurlow, Martha L.; Liu, Kristin K.
Assessment for Effective Intervention, v33 n3 p145-155 2008
Effective reading, mathematics, and science instructional strategies for English language learners with disabilities participating in state accountability assessments are identified by educators of these students. Hmong students with disabilities indicate the importance of various strategies for their learning in a standards-based, assessment-driven environment. For 72 educators, reading, then math, is seen as the highest importance content area, whereas for 25 students, mathematics, then reading, is seen as the highest importance content area. Several specific instructional strategies are identified as effective through the Multi-Attribute Consensus-Building process, although some variability emerges. Curriculum-based probes have considerable variability in educator weightings, but students weight them as important, feasible, and frequently used. Native language is not frequently mentioned and not particularly supported by students. Implications for further research are discussed. (Contains 1 figure and 4 tables.)
SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: http://sagepub.com
Publication Type: Journal Articles; Reports - Research
Education Level: Elementary Secondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A