Tag Archive for 'ell'

English intervention improves Spanish-speakers’ early literacy outcomes

In Child Development Jo Ann Farver and colleagues reported that young children who speak Spanish can learn English early literacy skills better when they receive instruction in English. That finding’s not particularly surprising, but there’s more: There’s a comparison of English-only and “transitional” methods. Children who received instruction in English-only or Spanish with transition to English (both using the Literacy Express Preschool Curriculum) had higher pre-literacy outcomes than peers who had been randomly assigned to receive the High/Scope Curriculum.
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ELLs deserve effective teaching, too

The US Supreme Court will hear arguments today in Flores v. State of Arizona, a case that captures important concerns about contemporary education in the US. Plantiff argues that English-language Learner (ELL) programs are deficient and receive inadequate funding, violating a provision of a US federal law (the Equal Educational Opportunity Act; EEOA) requiring that states ensure that students for whom English is not a first language can learn how to speak English and, thus, benefit from education.

The class-action case gets its name from Miriam Flores, an elementary student in the 1990s, who had limited English proficiency (LEP) and did not benefit from the ELL services during her primary schooling. US National Public Radio’s Nina Totenberg reported Ms. Flores recollections (she is now 22 and a student at the University of Arizona):

“It was quite a disadvantage, definitely,” Flores says. “For example, even when it comes to math, I mean problem solving, they were all in English. So in order to understand, you need to be proficient in your reading in English.”
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WWC–new reports

The What Works Clearinghouse released new reports this week. Here are the topics, the foci, and links to the reports.

The first one sort of mystifies me. The WWC used as evidence of effectiveness of RR a study that essentially showed the basic RR method was less effective.

New from the W-W-C

The What Works Clearinghouse has released additional reviews of reports summarizing the research on various interventions.

What Works Clearinghouse Releases 10 New Reports: Beginning Reading, Early Childhood Education, Character Education, English Language Learning, and Elementary School Mathematics
The What Works Clearinghouse (WWC), an initiative of the U.S. Department of Education’s Institute of Education Sciences, announces 10 new intervention reports highlighting available research on Beginning Reading, Early Childhood Education, Character Education, English Language Learning, and Elementary School Mathematics. New WWC Reports include:
Beginning Reading:

More information about the Beginning Reading review is available at http://whatworks.ed.gov/Topic.asp?tid=01&ReturnPage=default.asp.
Early Childhood Education:

More information about the Early Childhood review is available at http://www.whatworks.ed.gov/Topic.asp?tid=13&ReturnPage=default.asp.
Character Education:

More information about the Character Education review is available at http://www.whatworks.ed.gov/Topic.asp?tid=12&ReturnPage=default.asp.
English Language Learning:

More information regarding the English Language Learning review is available at http://www.whatworks.ed.gov/Topic.asp?tid=10&ReturnPage=default.asp.
Elementary School Mathematics:

More information regarding the Elementary School Mathematics review is available at http://www.whatworks.ed.gov/Topic.asp?tid=04&ReturnPage=default.asp.
The WWC is releasing an ongoing series of reports over the next few months covering these topics, as well as releasing reports for Dropout Prevention and Middle School Mathematics. Approximately 30 additional reports will be released by the end of the year. Weekly updates will be sent to the WWC subscribers notifying them of the latest available findings.

See earlier posts on Teach Effectively! regarding reports from the W-W-C.

WWC’s new reports

The US What Works Clearinghouse announced the release of seven new reports examining the benefits of various interventions. The reports cover methods related to character education, English language learning, and elementary school math. Here’s a clip from an announcement:

  • Character Education: Character education looks at how families, schools, and related social institutions support the positive character development of children and adults. This review focuses on programs designed for use in elementary, middle, or high schools with attention to student outcomes related to positive character development, prosocial behavior, and academic performance. More information about the Character Education topic is available at http://www.whatworks.ed.gov/Topic.asp?tid=12&ReturnPage=default.asp.
  • English Language Learning: English language learners are among the most academically at-risk groups in our schools today, and their numbers will rise steadily in the near future. This review focuses on interventions designed to improve the English language literacy or academic achievement of elementary school students who are English language learners. More information about the English Language Learning topic is available at http://www.whatworks.ed.gov/Topic.asp?tid=10&ReturnPage=default.asp.

  • Elementary School Math: Curriculum-based interventions outline the fundamentals of mathematics that students should know and be able to do, instructional programs and materials that organize the mathematical content, and assessments. This review focuses on curriculum-based math interventions that specify clear learning goals for students and assess student outcomes related to mathematics achievement. More information about the Elementary School Math topic is available at http://www.whatworks.ed.gov/Topic.asp?tid=04&ReturnPage=default.asp.

For previous Teach Effectively coverage of the W-W-C, look here.




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