Reading Strategies Used With English Language Learners with Learning Disabilities Libbey Horton and Jennifer Buxton George Mason University.

Reading Strategies Used With Reading Strategies Used With English Language Learners with English Language Learners with

Learning DisabilitiesLearning Disabilities

Libbey Horton and Jennifer BuxtonLibbey Horton and Jennifer BuxtonGeorge Mason UniversityGeorge Mason University

Background LiteratureBackground Literature• ELLs represent 400 different language groups, and ELLs represent 400 different language groups, and

Spanish speakers make up 75% of the ELL population Spanish speakers make up 75% of the ELL population (Kindler, 2002).(Kindler, 2002).

• In recent years, the ELL population has increased In recent years, the ELL population has increased 70% to 5.5 million students in American schools 70% to 5.5 million students in American schools (Calhoon et al., 2007). (Calhoon et al., 2007).

• 60% of Spanish speaking fourth graders have 60% of Spanish speaking fourth graders have significant decoding deficits and do not have basic significant decoding deficits and do not have basic reading skills (Calhoon et al., 2007). reading skills (Calhoon et al., 2007).

Background LiteratureBackground Literature• According to national data, 76% of third-grade ELLs According to national data, 76% of third-grade ELLs

were performing below grade level in English reading were performing below grade level in English reading (Zehler, Fleischman, Hopstock, Stephenson, et al., (Zehler, Fleischman, Hopstock, Stephenson, et al., 2003). 2003).

• Approximately 40% to 50% of Latinos between the Approximately 40% to 50% of Latinos between the ages of 15 and 17 are enrolled in below grade level ages of 15 and 17 are enrolled in below grade level classes (Heubert &Hauser, 1999). classes (Heubert &Hauser, 1999).

• 80% of ELLs are Spanish speakers. Spanish speaking 80% of ELLs are Spanish speakers. Spanish speaking ELLs are twice as likely as English speakers to read ELLs are twice as likely as English speakers to read below grade level (Calhoon et al., 2007). below grade level (Calhoon et al., 2007).

• Fitzgerald’s research (1995) reported that ELLs could Fitzgerald’s research (1995) reported that ELLs could be effectively instructed using the same be effectively instructed using the same interventions that are used with monolingual interventions that are used with monolingual students.students.

• Although much is known about reading interventions Although much is known about reading interventions that target monolingual speakers, less is known that target monolingual speakers, less is known about teaching ELLs who struggle with reading about teaching ELLs who struggle with reading (Linan-Thompson, Vaughn, Hickman-Davis, & (Linan-Thompson, Vaughn, Hickman-Davis, & Kouzekanani, 2003).Kouzekanani, 2003).

Background LiteratureBackground Literature

The Power of AssessmentsThe Power of Assessments• Assessments should drive instruction. ELLs with LD Assessments should drive instruction. ELLs with LD

are often reading significantly below grade level. are often reading significantly below grade level. Targeted interventions are key. Targeted interventions are key.

• Some Possible Assessments to use:Some Possible Assessments to use:• Curriculum Based AssessmentsCurriculum Based Assessments• DIBELSDIBELS• Woodcock Reading MasteryWoodcock Reading Mastery• Comprehension Test of Phonological ProcessingComprehension Test of Phonological Processing• Test of Phonological Processing-SpanishTest of Phonological Processing-Spanish• Qualitative Reading InventoryQualitative Reading Inventory• Developmental Reading AssessmentDevelopmental Reading Assessment• Diagnostic Spelling AssessmentDiagnostic Spelling Assessment

Small Group Direct InstructionSmall Group Direct Instruction• Small group direct instruction has been used Small group direct instruction has been used

effectively in many studies (Kamps et al., 2007; effectively in many studies (Kamps et al., 2007; Santoro et al., 2006; Cirino et al. 2009)Santoro et al., 2006; Cirino et al. 2009)

• One-to-oneOne-to-one instruction or instruction or one-to-threeone-to-three instruction is instruction is most effective (Wanzek and Vaughn, 2008). most effective (Wanzek and Vaughn, 2008).

• A variety of interventions can be used to effectively A variety of interventions can be used to effectively remediate students in small groups. remediate students in small groups. • Ex: Ladders to Literacy, Read Well, word study, Ex: Ladders to Literacy, Read Well, word study,

etc…etc…

Supplemental Reading InstructionSupplemental Reading Instruction• Many effective research interventions involve supplemental Many effective research interventions involve supplemental

reading instruction in addition to the reading instruction reading instruction in addition to the reading instruction provided in the classroom (Santoro et al., 2006; Kamps et provided in the classroom (Santoro et al., 2006; Kamps et al., 2007; Cirino et al. 2009).al., 2007; Cirino et al. 2009).

• Students with LD and students at-risk for reading disabilities Students with LD and students at-risk for reading disabilities typically require additional reading instruction in order to typically require additional reading instruction in order to make sufficient gains. make sufficient gains.

• Approximately 2-6% of students are low responders Approximately 2-6% of students are low responders (Wanzek and Vaughn, 2008), and such students require (Wanzek and Vaughn, 2008), and such students require interventions that target specific areas of need. interventions that target specific areas of need.

Decoding InstructionDecoding Instruction• ELLs with LD are often illiterate in their native language as well as ELLs with LD are often illiterate in their native language as well as

English.English.• Decoding skills impact reading comprehension gains. Decoding skills impact reading comprehension gains. • Decoding interventions can be successful when used with Decoding interventions can be successful when used with

elementary ELLs with LD elementary ELLs with LD (Kamps et al., 2007; Santoro et al., (Kamps et al., 2007; Santoro et al., 2006; Cirino et al. 2009). 2006; Cirino et al. 2009).

• Decoding interventions have smaller effects when used with older Decoding interventions have smaller effects when used with older struggling readers, but word study interventions are still struggling readers, but word study interventions are still appropriate (Scammacca et al., 2007). appropriate (Scammacca et al., 2007).

• Low responders and older struggling readers may require more Low responders and older struggling readers may require more intensive interventions that are targeted to the students needs and intensive interventions that are targeted to the students needs and longer in duration (Edmonds et al., 2009).longer in duration (Edmonds et al., 2009).

Vocabulary InstructionVocabulary Instruction• Reading helps students build a robust vocabulary, and struggling Reading helps students build a robust vocabulary, and struggling

readers often read less than their peers (Klingner, Vaughn, & readers often read less than their peers (Klingner, Vaughn, & Boardman, 2007). Boardman, 2007).

• Schools can implement school wide vocabulary interventions to Schools can implement school wide vocabulary interventions to enhance the learning of all students (Scammacca et al., 2007). enhance the learning of all students (Scammacca et al., 2007).

• Students can be taught roots and affixes in varying content areas to Students can be taught roots and affixes in varying content areas to build vocabulary. build vocabulary.

• Students need to learn approximately Students need to learn approximately 2,000 to 4,000 2,000 to 4,000 new words per new words per year to keep up with their general education peers (Klingner et al., year to keep up with their general education peers (Klingner et al., 2007). 2007).

• Students need to have about Students need to have about 1212 encounters with a word before they encounters with a word before they own it (Klinger et al., 2007). own it (Klinger et al., 2007).

Comprehension InstructionComprehension Instruction• According to Scammacca et al. (2007), reading According to Scammacca et al. (2007), reading

comprehension gains are small for older struggling comprehension gains are small for older struggling readers. Clear goals need to be set when instructing readers. Clear goals need to be set when instructing older students in comprehension strategies.older students in comprehension strategies.

• Students need to be taught Students need to be taught beforebefore, , duringduring, and , and afterafter

comprehension strategies to improve their thinking and comprehension strategies to improve their thinking and meta-cognition while reading (Klinger et al., 2007). meta-cognition while reading (Klinger et al., 2007). • Making predictionsMaking predictions• Making inferencesMaking inferences• Drawing conclusionsDrawing conclusions• VisualizingVisualizing• ParaphrasingParaphrasing• SummarizingSummarizing• Formulating questionsFormulating questions

Fluency InstructionFluency Instruction• Slow reading is a problem:Slow reading is a problem:

• Prevents students from keeping up in classPrevents students from keeping up in class• Inhibits comprehension (Klingner et al., 2007). Inhibits comprehension (Klingner et al., 2007).

• Students in middle school should read between 100 and Students in middle school should read between 100 and 150 words per minute (Hasbrouck & Tindal, 1992). 150 words per minute (Hasbrouck & Tindal, 1992).

• Fluency Strategies:Fluency Strategies:• Re-reading difficult passagesRe-reading difficult passages• Reading passages multiple times with peersReading passages multiple times with peers• Listening to books or passages on tape/CDListening to books or passages on tape/CD

• Commercial Fluency Strategies:Commercial Fluency Strategies:• Read NaturallyRead Naturally• Quick ReadsQuick Reads

Some Interventions with Some Interventions with Positive EffectsPositive Effects

High-Interest TextsHigh-Interest Texts• Struggling readers often have difficulty finding high Struggling readers often have difficulty finding high

interest books at their reading level. interest books at their reading level.

• Publishers with high-interest low-level textPublishers with high-interest low-level text::• Saddleback Educational PublishingSaddleback Educational Publishing• High Noon BooksHigh Noon Books• Stone Arch BooksStone Arch Books• Capstone PressCapstone Press• Scholastic (System 44, Read 180, Sprint)Scholastic (System 44, Read 180, Sprint)• Artesian PressArtesian Press• Don Johnston (Start-to-finish, Thinking Reader)Don Johnston (Start-to-finish, Thinking Reader)

ReferencesReferencesCalhoon, M., Al Otaiba, S., Cihak, D., King, A., & Avalos, A. (2007). Effects of a peer-mediated program on reading skill acquisition

for two-way bilingual first-grade classrooms. Learning Disability Quarterly, 30(3), 169-184.Cirino, P., Vaughn, S., Linan-Thompson, S., Cardenas-Hagan, E., Fletcher, J., & Francis, D. (2009). One-year follow-up outcomes of

Spanish and English interventions for English language learners at risk for reading problems. American Educational Research Journal, 46(3), 744-781.

Edmonds, M. S., Vaughn, S., Wexler, J., Reutebuch, C., Cable, A., Tackett, K., & Schnakenberg, J. (2009). A synthesis of reading interventions and effects on reading comprehension outcomes for older struggling readers. Review of Educational

Research, 79(1), 262-300.Fitzgerald, J. (1995). English-as-a-second-language learners’ cognitive reading processes: A review of research in the United States.

Review of Educational Research, 65, 145-190. Hasbrouck, J. E., & Tindal, G. (1992). Curriculum-based oral reading fluency norms for students in grades 2 through 5. Teaching

Exceptional Children, 24(3), 41-44. Huebert, J. P., & Hauser, R. M. (Eds.). (1999). High stakes: Testing for tracking, promotion, and graduation. Washington, DC: National Academy Press. Kamps, D., Abbott, M., Greenwood, C., Arreaga-Mayer, C., Wills, H., Longstaff, J., et al. (2007). Use of evidence-based, small-group

reading instruction for English language learners in elementary grades: Secondary-tier intervention. Learning Disability Quarterly, 30(3), 153-168.

Kindler, A. L. (2002). Survey of the states’ limited English proficient students and available educational programs and services . 2001-2002 summary report. Washington, DC: National Clearinghouse for English Language Acquisition and Language Instruction Educational Programs.

ReferencesReferences

Klingner, J. K., Vaughn, S., & Boardman, A. (2007). Teaching reading comprehension to students with learning difficulties. New York: The Guilford Press.

Linan-Thompson, S., Vaughn, S., Hickman-Davis, P., & Kouzekanani, K. (2003). Effectiveness of supplemental reading instruction for second-grade English language learners with reading difficulties. The Elementary School Journal, 103(3), 221-234.

Santoro, L., Jitendra, A., Starosta, K., & Sacks, G. (2006). Reading well with "Read Well": Enhancing the reading performance of English language learners. Remedial and Special Education, 27(2), 105-115.Sammacca, N., Roberts, G., Vaughn, S., Edmonds, M., Wexler, J., Reutebuch, C.K., & Torgesen, J. (2007). Reading interventions for

adolescent struggling readers: A meta-analysis with implications for practice. Portsmouth, NH: RMC Research Corporation, Center on Instruction.

Vaughn, S., Cirino, P., Linan-Thompson, S., Mathes, P., Carlson, C., Hagan, E., et al. (2006). Effectiveness of a Spanish intervention and an English intervention for English-language learners at risk for reading problems. American Educational Research Journal,

43(3), 449-479.Wanzek, J., & Vaughn, S. (2008). Response to Varying Amounts of Time in Reading Intervention for Students with Low Response to

Intervention. Journal of Learning Disabilities, 41(2), 126-142. Zehler, A. M., Fleischman, H. F., Hopstock, P. J., Stephenson, T. G., Pendzick, M. L., & Sapru, S. (2003). Descriptive study of services to LEP students and LEP students with disabilities. Volume 1: Research Report. Arlington, VA: Development Associates.