This report reviews experimental studies of reading programs for English language learners, focusing both on comparisons of bilingual and English-only programs and on specific, replicable models that have been evaluated with English language learners. The review method is best-evidence synthesis, which uses a systematic literature search, quantification of outcomes as effect sizes, and extensive discussion of individual studies that meet inclusion standards. The review concludes that while the number of high-quality studies is small, existing evidence favors bilingual approaches, especially paired bilingual strategies that teach reading in the native language and English at the same time. Whether taught in their native language or English, English language learners have been found to benefit from instruction in comprehensive reform programs using systematic phonics, one-to-one or small group tutoring programs, cooperative learning programs, and programs emphasizing extensive reading. Research using longitudinal, randomized designs is needed to understand how best to ensure reading success for all English language learners. (From source) |
Test accommodations for special education (SP) and limited English proficient (LEP) students have attracted much attention recently, because proper accommodations promote inclusion and allow students to perform optimally. A meta-analysis of 30 research studies found empirical evidence supporting the position that, with appropriate accommodations, SP and LEP students can increase their scores on standardized achievement tests. Compared to conditions of no accommodation, students increased their scores by an average of 0.16 standard deviation. Relative to general education students, accommodated SP and LEP students demonstrated an average accommodation advantage of 0.10 standard deviation. Interpretations of these average effects require careful analyses because of the variety of accommodations, the specific status of the students, and the varying implementations of the accommodations. Providing additional time or unlimited time is the most frequently investigated accommodation. Other accommodations investigated were assistive devices, presentation formats, response formats, test settings, radical accommodations, and combinations of accommodations. Age did not seem to be a factor; elementary and postsecondary students benefited from accommodations. Narrative descriptions are given of the situations in which positive and negative effects of accommodation appear to emerge. An appendix lists and summarizes the studies analyzed. (Contains 63 references.) (ERIC: Author/SLD) |
Over 150 studies pertaining to test accommodations were identified in the literature and 40 studies that empirically studied the effects of test accommodations on the performance of students with disabilities or English language learners were reviewed. The results of these studies are discussed as are the internal and external validity of the authors’ conclusions. All studies were critiqued with respect to the interaction hypothesis that test accommodations should improve the test scores for targeted groups, but should not improve the scores of examinees for whom the accommodations are not intended. Data are provided regarding the types of accommodations studied. In general, consistent conclusions were not found across studies due to the wide variety of accommodations, the ways in which they were implemented, and the heterogeneity of students to whom they were given. However, a fairly consistent finding was that the accommodation of extended time improved the performance of students with disabilities more than it improved the performance of students without disabilities. In light of this finding and similar results in some studies focusing on other accommodations, a revision of the interaction hypothesis is proposed. Directions for future research and for improved test development and administration practices are also proposed. |
Learning disabilities tend to be diagnosed when children reach school age. This is because school focuses on the very things that may be difficult for the child — reading, writing, math, listening, speaking, reasoning. |
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