English Language Learners: Literacy Instruction, Assessment and Intervention
English learners are one of the fastest growing student populations in the public school system of the United States. The implementation of appropriate instruction, valid assessments and effective interventions has been a major concern for more than 3 decades for this population of students. It has been reported that English learners are both under-represented and over-represented for reading and learning disorders (Limbos & Geva, 2001, Cummins, 1984, 1991) This symposium addresses evidence-based literacy instruction for English learners and the special considerations necessary for valid assessments and interventions. The Chairperson will introduce each speaker and provide an overview of the topics to be addressed within the session. The first speaker (Dr. David Francis) will provide an overview of the research on assessments and valid test accommodations for English learners. The second group of speakers (Dr. Coleen Carlson and Dr. Elsa Cardenas-Hagan) will provide a description and the outcomes of literacy instruction and interventions for English language learners in the early elementary school years. Recommendations for well-designed treatment in English and Spanish will be provided with modeling of the techniques which support first and second language and literacy development. The third speaker (Dr. Maria Carlo) will provide an overview of her extensive research regarding the relationship of oral language, vocabulary development and reading comprehension among English learners. Participants will learn how to intervene and improve English learners’ language, vocabulary and comprehension abilities.
Literacy Instruction, Assessment and Intervention
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