NotesFAQContact Us
Collection
Advanced
Search Tips
Peer reviewed Peer reviewed
Direct linkDirect link
ERIC Number: EJ925612
Record Type: Journal
Publication Date: 2011-Jun
Pages: 15
Abstractor: ERIC
Reference Count: 81
ISBN: N/A
ISSN: ISSN-1534-5084
Including English Learners in a Multitiered Approach to Early Reading Instruction and Intervention
Fien, Hank; Smith, Jean Louise M.; Baker, Scott K.; Chaparro, Erin; Baker, Doris Luft; Preciado, Jorge A.
Assessment for Effective Intervention, v36 n3 p143-157 Jun 2011
Delivering high-quality reading instruction to English language learners (ELLs) in the early grades is one of the most challenging issues facing schools. The report of the National Literacy Panel on Language-Minority Children and Youth (NLP; August & Shanahan, 2006) defined "English language learners" as students who come from language backgrounds other than English and whose proficiency is not developed enough to where they can profit fully from English-only instruction. This article reviews the research on and provides a framework for integrating assessment and early reading instruction in a unified tiered approach that includes English language learners (ELLs). The authors begin with a review of the research for implementing the guiding principles of the tiered framework with ELLs, including (a) screening and progress monitoring for ELLs, (b) delivering explicit and systematic reading instruction for ELLs, and (c) structuring reading instruction within a multitiered approach. (Contains 1 figure.)
SAGE Publications and Hammill Institute on Disabilities. 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 - Evaluative
Education Level: Primary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A