Instructional Strategies for Improving Achievement in Reading, Mathematics, and Science for English Language Learners with Disabilities

Autor/inn/en	Shyyan, Vitaliy; Thurlow, Martha L.; Liu, Kristin K.
Titel	Instructional Strategies for Improving Achievement in Reading, Mathematics, and Science for English Language Learners with Disabilities
Quelle	In: Assessment for Effective Intervention, 33 (2008) 3, S.145-155 (11 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1534-5084
DOI	10.1177/1534508407313239
Schlagwörter	Educational Strategies; Hmong People; Attitudes toward Disabilities; Second Language Learning; English (Second Language); Teaching Methods; Reading Achievement; Mathematics Achievement; Science Achievement; Science Instruction; Mathematics Instruction; Reading Instruction; Student Attitudes; Teacher Attitudes; Standards; High Stakes Tests + Suchen Sie Ihr Suchwort? Lehrstrategie; Zweitsprachenerwerb; English as second language; English; Second Language; Englisch als Zweitsprache; Teaching method; Lehrmethode; Unterrichtsmethode; Leseleistung; Mathmatics sikills; Mathmatics achievement; Mathematical ability; Mathematische Kompetenz; Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Mathematics lessons; Mathematikunterricht; Leseunterricht; Schülerverhalten; Lehrerverhalten; Standard
Abstract	Effective reading, mathematics, and science instructional strategies for English language learners with disabilities participating in state accountability assessments are identified by educators of these students. Hmong students with disabilities indicate the importance of various strategies for their learning in a standards-based, assessment-driven environment. For 72 educators, reading, then math, is seen as the highest importance content area, whereas for 25 students, mathematics, then reading, is seen as the highest importance content area. Several specific instructional strategies are identified as effective through the Multi-Attribute Consensus-Building process, although some variability emerges. Curriculum-based probes have considerable variability in educator weightings, but students weight them as important, feasible, and frequently used. Native language is not frequently mentioned and not particularly supported by students. Implications for further research are discussed. (Contains 1 figure and 4 tables.) (Author).
Anmerkungen	SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: http://sagepub.com
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10