Post on 20-Jun-2015
description
By:
Jorge Eliécer Zuluaga Urrea
ESL SYMPOSIUM
LEE COUNTY Schools 07/23/2014
Struggling English Language Learners who are Learning Disabled: Reading
and The R.T.I. Process
Specific Learning Disabled Specific Learning Disabled Children in NC public schoolsChildren in NC public schools
Hispanic/Latino 11,578Asian 620Two or more races 2,434African American 23,077White 31, 689American Indians/ Alaska Native 1,241Hawaiian or pacific Islander 61
Retrieved 07/17/14 from: http://ec.ncpublicschools.gov/reports-data/child-count/reports/december-1/2013/race-dis6-21.pdf
16.4%
Retrieved 7/17/14from http://ec.ncpublicschools.gov/reports-data/child-count/reports/december-1/2013/race-dis6-21.pdf
ESL students with disabilitiesESL students with disabilities It is assumed that about
12% of the language minority population in the USA should require special education.
5.16% of the 6.64% of students with Learning disabilities are LEP
Minow, M. L. (2001). Limited English proficient students and special education. Wakefield, MA:National Center on Accessing the General Curriculum. Retrieved 07/17/14 from: http://aim.cast.org/learn/historyarchive/backgroundpapers/lep_sp_ed
LEP, SLDLEP, SLD
What happens when there is a student who is limited English Proficient (LEP) and has another disability?
Are we as teachers, prepared to deal with this population?
Our Goal TodayOur Goal TodayDiscuss main issues affecting the academic
performance of the specific learning disabled children who are limited English proficient.
To identify current trends to overcome literacy difficulties in specific learning disabled children who are limited English proficient.
Discuss main issues in the RTI referral process of English Language Learners.
Understanding the Understanding the stakeholders/Exceptional stakeholders/Exceptional
Education LawEducation Law
The Individuals with Disabilities Education Act (IDEA),
Public Law 101-476 (1997)
provides the following definition…
Specific Learning DisabilitySpecific Learning Disability
“A disorder in one or more of the basic psychological processes involved in understanding or in using language, spoken or written, which may manifest itself in an imperfect ability to listen, think, speak, read, write, spell or to do mathematical calculations…
Individuals with Disabilities Education Act (IDEA),
1997.
Specific Learning Disability Specific Learning Disability Cont…Cont…
This term includes such conditions as perceptual handicaps, brain injury, minimal brain dysfunction, dyslexia and developmental aphasia.
Individuals with Disabilities Education Act (IDEA),
1997.
Specific Learning Disability Specific Learning Disability cont…cont…
“The term does not include children who have learning problems which are primary the result of visual, hearing, or motor handicaps, of mental retardation, of emotional disturbance, or of environmental, cultural, or economic disadvantage.”
Individuals with Disabilities Education Act (IDEA), 1997.
What are Learning Disabilities?What are Learning Disabilities?
Basic Skills– Reading– Writing– Math
Higher Level Skills– Organization– Time planning– Abstract reasoning
Learning Disabilities of America,2004 Retrieved from: http://ldanatl.org/aboutld/teachers/understanding/print_types.asp
Neurologically-based processing problems that Neurologically-based processing problems that interfere with learninginterfere with learning..
Characteristics of Learning Characteristics of Learning Disabilities Disabilities
Perception.Perception. the brain misinterprets the brain misinterprets
the information from the information from the sensory channels.the sensory channels.
Phonological processing.
Lack in the ability to hear each phoneme of a word. (phonological awareness).
Learning Disabilities of America,2004 Retrieved from: http://ldanatl.org/aboutld/teachers/understanding/print_types.asp
Learning disabilities may be caused mainly by Learning disabilities may be caused mainly by deficits in :deficits in :
Other Characteristics That Other Characteristics That Coexist With LDCoexist With LD
Low self esteem Poor motivation Withdrawal Feigned illness
Absenteeism Anxiety Over dependence
Children with learning disabilities can be affected by academic failure and may develop:
Limited English Proficient Limited English Proficient StudentsStudents
Come from different cultures.
Speak various languages See the world in a different
way. Some have changed
geography, climate, economic situation, social status and culture of schools.
Some come to have a better living, but others have to leave their countries out of fear for their lives.
Most children did not want to come. It was their parents choice.
Law, B. & Eckes, M. (2000). The more than just-surviving handbook: ESL for every classroom teacher. Winnipeg: Portage & Main Press.
ESL student with a disability
Physiological reasons. Difficulty forming social
relationships. Communicative
competence may be affected in both languages.
May have speech disorders in: articulation, voice, fluency and receptive and expressive language.
ESL student without a disability
Adaptation difficulties. Behavioral problems
related to acculturation. Communicative
competence may be affected due to a lack of ability in the second language.
Grammar and sentence structure appropriate for his age.
ESL student with a disability
First language skills not appropriate for age and level in areas like: vocabulary, word finding, following directions, sentence formulation and pragmatics.
Disorganized thoughts. May have difficulties learning
the second language. Significantly below grade level. Verbal and non verbal abilities
are inconsistent. Significant discrepancies
between different areas Difficulties with directions,
transitions, coping and following instructions.
ESL student without a disability
May not know specific vocabulary, but may be familiar with the item or concept.
May demonstrate a loss of receptive and expressive language skills in first language.
What LD, LEP children needWhat LD, LEP children need to improve their reading to improve their reading
To improve their reading, learning disabled children who are Limited English proficient need:
Attention from their regular teacher, their ESL teacher and their Exceptional Education teacher.
Hands on instruction. Explicit code emphasis developmental reading
methods: Phonics, linguistic, multisensory approaches.
Teachers who effectively and systematically alter various methods to meet their needs.
What LD, LEP children needWhat LD, LEP children need to improve their reading to improve their reading
Formal explicit instruction in the target language, and culture.Use their previous knowledge, experiences and strengths as a
base to start building literacy.Recursive teachers who identify children’s weaknesses and
strength in order to plan systematic and organized remediation programs.
What LD, LEP children needWhat LD, LEP children need to improve their reading to improve their reading
Implementing and including Phonics and phonemic awareness based tasks with ESL methods like:
Language Experience Approach (LEA).Expediting Comprehension for English Language
Learners (ExC-ELL).Total Physical Response (TPR). The Cognitive Academic Language Learning
Approach (CALLA).Sheltered Instruction Observation Protocol (SIOP).
What LD, LEP children needWhat LD, LEP children need to improve their reading to improve their reading
Have access to high-quality instruction to help them meet high expectations.
Teachers who use strategies known to be effective with English learners such as:
– Drawing on their previous knowledge.
– Providing opportunities to review previously learned concepts and teaching them to employ those concepts.
– Organizing themes or strands that connect the curriculum across subject areas.
– Providing individual guidance , assistance, and support to fill gaps in background knowledge.
What readers needWhat readers need
LD, LEP persons need a variety of instructional approaches in order to read they need:– Decoding
Translating written material into a spoken word.
– Comprehension Skills Reading for factual information
– Follow the events and details of the text. Comparing and evaluating the material
– Derive main ideas from a text and isolate its organizing idea or thesis.
I know everything you just said.
How do I do that in my room?
How do I solve ‘the problem’ I have?
The problemThe problemDaniel is not learning.I have tried everything I know!Nothing seems to work. I know that he tries.Something must be wrong.I am going to lose my job!
Somebody Help Me, Please!
R.T.I.R.T.I.
Would you like to try R.T.I.?Would you like to try R.T.I.?
Response to Intervention (R.T.I.) “is a way to
provide early intervention to students who show
signs of struggling and potentially to identify those
who have learning disabilities. “
Klingner, J. Hoover, J and Baca, Leonard. (2008)Response to Intervention Models and English Language Learners. In Why do English Language Learners struggle with Reading (pp. 37).Corwin Press. Thousand Oaks, CA.
What in the World is R.T.I.?What in the World is R.T.I.?
R.T.I. offers an alternative to the discrepancy-
based identification models of the past that require
students to demonstrate significant difference
between their ability (I.Q.) and their academic
achievement.
Klingner, J. Hoover, J and Baca, Leonard. (2008)Response to Intervention Models and English Language Learners. In Why do English Language Learners struggle with Reading (pp. 37).Corwin Press. Thousand Oaks, CA.
R.T.I. ReferralR.T.I. ReferralWhat you need:For every area of concern is necessary to
include: - A goal related to the needs. - Description of two different research
based interventions.- Progress Monitoring (m-CLASS
Benchmark, Progress Monitoring Reports, Reading Work Samples.)
Note that in Lee County: Teacher directed programs such as Wilson, My sidewalks, Burst, Language!, Wilson Fundations, etc. can be used as the sole intervention.
Measurable GoalsMeasurable Goals
The goals are statements that link directly to the areas of need.
The goal describes what the child is expected to accomplish within the duration of the interventions.
Measurable GoalsMeasurable GoalsGoal Components:Any given/conditions (when, with what,
where) if needed.Skill area/domain (academic, behavioral,
functional.)Observable learner performance (what the
learner will be doing, an action.)Measurable Criteria which specify the level at
which the students performance will be acceptable (frequency, accuracy, speed, etc.)
Measurable GoalsMeasurable Goals To know if the goal is measurable ask:
Does it allow us to know how much progress has been
made?
Does it yield the same conclusion if measured by
another person?
Does it reveal if the goal has been accomplished/
completed?
Can be measured as is? (without additional information.)
Measurable GoalsMeasurable Goals “Given a model, Peter will write the uppercase
alphabet letters with no more than two errors.”
Given a model = When or under what condition.
Peter will write upper case letters = skill-writing/ observable performance.
with no more than two errors = measurable outcome.
Research Based InterventionsResearch Based InterventionsAccording to Kelly and Campbell, (2012) five components
are needed to be in place for students to progress in
reading:
Phonics Instruction, Listening Comprehension, Reading Comprehension, Tutoring, At-home Component.
These program components are consistent with those identified by several researchers including: Carson, 1999; Gaskins, Ehri, Cress, O'Hara, & Donnelly, 1996; Learning First Alliance, 1998; Torgesen, 1998; Snow et al., 1998.
Taken from: Helping Struggling Readers on 11/27/2012 http://education.jhu.edu/PD/newhorizons/strategies/topics/literacy/articles/helping-struggling-readers/index.html by Crystal Kelly, MA.Ed. and Linda Campbell, Ph.D.
Research Based InterventionsResearch Based InterventionsWhat works according to the National
Reading Panel?
- Phonemic Awareness instruction.
- Phonics instruction.
- Fluency Instruction.
- Vocabulary Instruction.
- Text Comprehension.
Phonemic Awareness:Phonemic Awareness: Conscious awareness that words are composed of
separate sounds and the ability to identify and manipulate those sounds. Phonemic Awareness can be developed by:
- Recognizing beginning and ending sounds.
- Isolating sounds.
- Combining sounds.
- Breaking or segmenting words into its separate
sounds.National Institute for Literacy. (2003) PUT READING FIRST:
The research building blocks for teaching children to read. Second Edition. Jessup, MD
Phonological AwarenessPhonological AwarenessAbility to attend to the sounds of speech in a language.
A broad term that includes Phonemic Awareness.
Phonological Awareness activities can involve work with:
- Phonemes
- Rhymes
- Words
- Syllables
- Onset and Rime
National Institute for Literacy. (2003) PUT READING FIRST: The research
building blocks for teaching children to read. Second Edition. Jessup, MD
Phonics InstructionPhonics Instruction Helps children learn the relationships
between the letters (graphemes) and the
sounds (phonemes).
Phonics instruction programs should:
- Be systematic and explicit.
- Provide opportunities to apply what is
learned about sounds and letters to
reading of words, sentences and stories.National Institute for Literacy. (2003) PUT READING FIRST: The research
building blocks for teaching children to read. Second Edition. Jessup, MD
FluencyFluencyThe ability to read a text accurately and quickly.
Frees students to understand what they read.
Reading Fluency can be developed:
- By modeling fluent reading.
- By having students engage in repeated oral reading.
- Progress in reading fluency should be monitored by
teachers to evaluate instruction and set instruction
goals.
National Institute for Literacy. (2003) PUT READING FIRST: The research building blocks for teaching children to read. Second Edition. Jessup, MD
Reading Comprehension Strategies Reading Comprehension Strategies (National Reading Panel)(National Reading Panel)
Comprehension monitoring Using of graphic and semantic
organizers Using of the structure of the
stories Answering of questions Generating questions Summarizing
Calderon, Margarita (2011)
National Reading Panel (2000)
Reading Comprehension Reading Comprehension StrategiesStrategies
Other researchers Predict Determine important information Summarize Make inferences Visualize Ask and answer questions Make connections Monitor comprehension
Calderon, Margarita (2011)
Text Comprehension InstructionText Comprehension Instruction
Comprehension is the reason for reading. It is purposeful and active. It can be developed by teaching comprehension strategies.
Comprehension strategies can be taught:
- Through explicit instruction
- Through cooperative learning
- By helping readers use strategies flexible and
in combination. National Institute for Literacy. (2003) PUT READING FIRST: The research building blocks for teaching children to read. Second Edition. Jessup, MD
Comprehension StrategiesComprehension Strategies Conscious plans or sets of steps that readers use
to make sense of the text.
Monitoring comprehension:
- Being aware of what is understood
- Identify what is not understood
- Use of appropriate fix up strategies to resolve problems.
Using graphic and semantic organizers:
- Use of diagrams or other pictorial devices to illustrate
concepts and interrelationships among concepts in a text.National Institute for Literacy. (2003) PUT READING FIRST: The research
building blocks for teaching children to read. Second Edition. Jessup, MD
Comprehension StrategiesComprehension Strategies Generating questions:
- Help to integrate information from different segments of the text.
Answering questions:
- Give students a purpose for reading
- Help to focus on what is needed to be learned
- Help think actively while reading
- Encourage monitoring of comprehension
- Help review content and relate to what is known National Institute for Literacy. (2003) PUT READING FIRST: The research
building blocks for teaching children to read. Second Edition. Jessup, MD.
Comprehension StrategiesComprehension Strategies
Recognizing Story Structure:
- Find out how the content and the events of a story are organized into a plot.
Summarizing:
- Identify and generate main ideas.
- Connect the main or central ideas.
- Eliminate redundant and unnecessary information.
- Remember what was learned. National Institute for Literacy. (2003) PUT READING FIRST: The research building blocks for
teaching children to read. Second Edition. Jessup, MD
Reading Comprehension Reading Comprehension StrategiesStrategies
ELLs need the text to be chunked into smaller segments in order to focus on strategy development.
(Metacognitive Strategies)
Calderon, Margarita (2011)
TO KEEP IN MINDTO KEEP IN MIND When working with ELLs:
- Build strong positive relationships
- Value cultural diversity in teaching and learning
- Provide sufficient attention and opportunity to
oral language development
- Differentiate instruction as necessary
- Provide explicit instruction(Klingner, Artiles, & Mendez-Barletta, 2006)Klingner, Janette K., Hoover, John J., & Baca, Leonard M. (2008) Ch. Conclusion. In Why do English Language Learners Struggle with Reading?:
Distinguishing Language Acquisition From Learning Disabilities. Corvin Press, Thousand Oaks, California. .
TO KEEP IN MINDTO KEEP IN MIND…… Combine phonological awareness with other reading and English
Language Development activities (no matter what language).
Provide Explicit vocabulary instruction to facilitate reading
comprehension in students’ first language and in English.
Teach and encourage the use of reading comprehension
strategies.
Help students develop a strong foundation in their first language
as a way to promote literacy in both the native language and
English.
Klingner, Artiles, & Mendez-Barletta, 2006)Klingner, Janette K., Hoover, John J., & Baca, Leonard M. (2008) Ch. Conclusion. In Why do English Language Learners Struggle with Reading?: Distinguishing
Language Acquisition From Learning Disabilities. Corvin Press, Thousand Oaks, California.
Phonics TermsPhonics Terms Phoneme segmentation: ability to hear a spoken word and
pronounce its individual phonemes /h/ /i/ /l/. Phoneme blending: ability to hear a word broken into
phonemes and combine the phonemes into the word: /b/ /u/ /g/ to “bug.”
Phoneme manipulation: ability to add, delete pr move phonemes in a word and pronounce the word that results.
Phonics: instruction in how the sounds of speech are represented by letters and spelling.
Onset: the consonant sound(s) that precede the vowel sound in a syllable. /c/ is the onset of cat. /sc/ is the onset of scat
Rime: the vowel sound and what follows it in a syllable. /at/ is the rime in cat. /ast/ is the rime in blast
Research Based InterventionsResearch Based Interventionshttp://ec.ncpublicschools.gov/instructional-reso
urces/behavior-support/resources/researchinterventions.pdf
http://www.interventioncentral.org/
http://www.jimwrightonline.com/pdfdocs/brouge/rdngManual.PDF
http://ies.ed.gov/ncee/wwc/pdf/practice_guides/rti_math_pg_042109.pdf#page=24
http://serge.ccsso.org
Baca, L & De Valenzuela, J.S. (1994). Reconstructing the Bilingual Special Education Interface. ncela Program Information Guide Series, Number 20, Fall 1994. Retrieved on 03/06/2005 from: http://www.ncela.gwu.edu/pubs/pigs/pig20.htm
Bowe, F. G. (202). Enhancing reading ability to prevent students from becoming “Low-functioning deaf” as adults. American Annals of the Deaf. 147, 22-27. Retrieved on July 2nd 2003, from Proquest.Umi.com via NCLive. www.nclive.org.
Calderon, Margarita (2011) Teaching Reading and Comprehension to English Learners, K-5.Soution Tree press, Bloomington IN.
Case, R. E.& Taylor, S. S. (2005) Language Difference or Learning Disability?: Answers from a Linguistic Perspective. The Clearing House. Washington: Jan/Feb 2005. Vol. 78. Lss3: retrieved on 3/6/05 from: http://nclive.lib.unc.edu:2074/pqdweb?index=0&did=797063031&SrchMode=1&sid=1&Fmt=4&VInst=PROD&VType=PQD&RQT=309&VName=PQD&TS=1110752095&clientId=15094
Chamot, A.U. & O’Malley, J. M. (1994). The CALLA handbook: Implementing the cognitive academic language learning approach. New York: Addison-Wesley.
Cummins, J. 2003. BICS and CALP Retrieved on 03/12/2005 from: http://www.iteachilearn.com/cummins/bicscalp.htmlCummins, J. (1989). A theoretical framework for bilingual special education. Exceptional Children, 56 (2), 111-119.
SourcesSources
Fromkin, V., Rodman, R. & Hyams, N. (2003) Ch. 8. Language acquisition. In An introduction to language (7th. Ed.). Boston: Heinle.
Harwell, Joan M. 2001. Complete Learning disabilities handbook:New edition. Paramus, NJ: The center for Applied Research in Education.
Klingner, Janette K., Hoover, John J., & Baca, Leonard M. (2008) Ch. Conclusion. In Why do English Language Learners Struggle with Reading?: Distinguishing Language Acquisition From Learning Disabilities. Corvin Press, Thousand Oaks, California.
Krashen, S. (2002). Not soft science. Retrieved July 27, 2004 from: http://www.azusausd.k12.ca.us/bilingual/pdf%5CKrashen19.pdf
Law, B. & Eckes, M. (200). The more than just-surviving handbook: ESL for every classroom teacher. Winnipeg: Portage & Main Press.
Learning Disabilities of America, 1998. LDA News briefs. Vol. 38, No. 4. Retrieved July 1, 2004 from: http://www.ldanatl.org/aboutld/teachers/teaching_reading.
Learning Disabilities of America, 2004 Retrieved July 1,2004 from: http://ldanatl.org/aboutld/teachers/understanding/print_types.asp.
Lopez-Reyna, N. (2002). Instructional strategies for English language learners with disabilities. In Serving English language learners with disabilities: a resource manual for Illinois educators. Retrieved March 05, 2005, from http://wwwisbe.state.il.us/spec-ed/PDF/BMChapter 7-7-12.pdf
National Institute for Literacy. (2003) PUT READING FIRST: The research building blocks for teaching children to read. Second Edition. Jessup, MD
National Institute of Child, Health &Human Development. (n.d.) Report of the National Reading Panel: Teaching Children to Read. Retrieved July 27, 2004 from: http://www.nichd.nih.gov/publications/nrp/findings.htm
NCPublicSchools.org. Dropout data Report 2001-2002. Gender and race, Retrieved July 29, 2003, from: http://www.ncpublicschools.org/school=improvement/dropoutreport02/11genderrace.html
NCPublicSchools.org.(2004) (SLD in NC) Retrieved June 10, 2004, from: http://149.168.35.67/WDS/TableViewer/tableView.aspx?ReportId=11 One Hundred Fifth Congress of the United States of America (1997) Individuals with disabilities education act amendments of 1997. Retrieved July 25, 2003 from http://www.ed.gov/offices/OSERS/policy/IDEA/IDEA.pdf
Ochoa, T. A. (2003) Bilingual Education. In C. J. Ovando, V.P. Collier, & M.C. Combs, Bilingual education and ESL classrooms: Teaching in multicultural context. New York: McGraw Hill.
Reed, B. & Railsback, J. 2003. Strategies and resources for mainstream Teachers of English Language Learners. Norwest Regional Educational Laboratory. Portland, OR Retrieved on 03/12/2005 from: http://www.nwrel.org/request/2003may/textonly.html
Wiese, A.M. & Garcia, E. (1998). The bilingual education act: Language minority students and equal education opportunity. Bilingual Research Journal, 22, 1-13. Retrieved July 25, 2003, from: http://brj.asu.edu/v221/articles/art1.html
Skrtic, T.M. (1988) The crisis in special education knowledge. In E.L. Meyen, and T.M. Skrtic (Esds.), Exceptional children and youth (3rd ed.). (415-447). Denver, CO: Love Publishing
Wrigley, P.G. (2005) Language difference or disorder?: Strategies for Assessing English Language Learners Suspected of Having a Disability. Senior IV Comprehensive Center/ESCORT.