The main emphasis of this review is placed on specifying degree of causal inference rather determining whether the reading intervention is effective or not.The empirical evidence substantiating the effectiveness of reading practices for English language learners at risk for disabilities was evaluated based on researchers’ reporting of (a) participants (b) interventions’ methods and explicitness; (c) indicators of internal/external validity, and (d) effect sizes. The audience will learn (a) how teachers design and implement their reading practices to support struggling ELL learners/readers, and (b) learn how teacher educators help pre-licensed teachers better implement small group reading instruction for struggling readers. Also, we expect that this presentation help special education teachers provide intensive and explicit reading instruction as means for supporting struggling learners whose primary language is not English.
- Diversity & Cultural CompetencyInclusive Education
- Date:December 4, 2014
- Event:2014 Poster Presentations