Effects of Success for All on the Achievement of English Language Learners.

Autor/inn/en	Slavin, Robert E.; Madden, Nancy A.
Institution	Center for Research on the Education of Students Placed At Risk, Baltimore, MD.
Titel	Effects of Success for All on the Achievement of English Language Learners.
Quelle	(1995), (34 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Academic Achievement; Case Studies; Dropout Prevention; Educational Strategies; English (Second Language); High Risk Students; Instructional Effectiveness; Literacy Education; Primary Education; Reading Instruction; Reading Skills; Second Language Learning; Teaching Methods; Tutorial Programs + Suchen Sie Ihr Suchwort? Schulleistung; Case study; Fallstudie; Case Study; Lehrstrategie; English as second language; English; Second Language; Englisch als Zweitsprache; Problemschüler; Unterrichtserfolg; Primarbereich; Leseunterricht; Reading skill; Lesefertigkeit; Zweitsprachenerwerb; Teaching method; Lehrmethode; Unterrichtsmethode; Tutorial programmes; Förderprogramm; Lernprogramm; Tutorensystem
Abstract	The Success for All model of instruction, which seeks to prevent academic problems in elementary school by addressing reading difficulties with early, intensive intervention, is described. The approach, begun with native English-speaking students at risk academically, provides tutoring from prekindergarten or kindergarten onward, particularly through one-to-one tutoring. At elementary schools serving communities where many students begin school speaking other languages natively, the program was adapted to provide literacy instruction in English as a Second Language (ESL). The report describes distinctive elements of the program as implemented in seven schools nationwide, and discusses the adaptations made for the needs of English language learners. A major feature of the program is the use of tutors in pull-out sessions and to provide small-group instruction in homogeneous groups during daily classroom reading periods. Activities include fast-paced routines and group-response games. Reading level assessments are made every 8 weeks. ESL instruction emphasizes skills directly tied to success in the English curriculum. Additional elements include a full-day kindergarten, family support team, full-time program facilitator in each school, and inservice education for participating teachers. Data on student success in each program are summarized. (MSE)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC