By:

Jorge Eliécer Zuluaga Urrea

   ESL SYMPOSIUM

LEE COUNTY Schools 07/23/2014

Struggling English Language Learners who are Learning Disabled: Reading

and The R.T.I. Process

Specific Learning Disabled Specific Learning Disabled Children in NC public schoolsChildren in NC public schools

Hispanic/Latino 11,578Asian 620Two or more races 2,434African American 23,077White 31, 689American Indians/ Alaska Native 1,241Hawaiian or pacific Islander 61

Retrieved 07/17/14 from: http://ec.ncpublicschools.gov/reports-data/child-count/reports/december-1/2013/race-dis6-21.pdf

16.4%

Retrieved 7/17/14from http://ec.ncpublicschools.gov/reports-data/child-count/reports/december-1/2013/race-dis6-21.pdf

ESL students with disabilitiesESL students with disabilities It is assumed that about

12% of the language minority population in the USA should require special education.

5.16% of the 6.64% of students with Learning disabilities are LEP

Minow, M. L. (2001). Limited English proficient students and special education. Wakefield, MA:National Center on Accessing the General Curriculum. Retrieved 07/17/14 from: http://aim.cast.org/learn/historyarchive/backgroundpapers/lep_sp_ed

LEP, SLDLEP, SLD

What happens when there is a student who is limited English Proficient (LEP) and has another disability?

Are we as teachers, prepared to deal with this population?

Our Goal TodayOur Goal TodayDiscuss main issues affecting the academic

performance of the specific learning disabled children who are limited English proficient.

To identify current trends to overcome literacy difficulties in specific learning disabled children who are limited English proficient.

Discuss main issues in the RTI referral process of English Language Learners.

Understanding the Understanding the stakeholders/Exceptional stakeholders/Exceptional

Education LawEducation Law

The Individuals with Disabilities Education Act (IDEA),

Public Law 101-476 (1997)

provides the following definition…

Specific Learning DisabilitySpecific Learning Disability

“A disorder in one or more of the basic psychological processes involved in understanding or in using language, spoken or written, which may manifest itself in an imperfect ability to listen, think, speak, read, write, spell or to do mathematical calculations…

Individuals with Disabilities Education Act (IDEA),

1997.

Specific Learning Disability Specific Learning Disability Cont…Cont…

This term includes such conditions as perceptual handicaps, brain injury, minimal brain dysfunction, dyslexia and developmental aphasia.

Individuals with Disabilities Education Act (IDEA),

1997.

Specific Learning Disability Specific Learning Disability cont…cont…

“The term does not include children who have learning problems which are primary the result of visual, hearing, or motor handicaps, of mental retardation, of emotional disturbance, or of environmental, cultural, or economic disadvantage.”

Individuals with Disabilities Education Act (IDEA), 1997.

What are Learning Disabilities?What are Learning Disabilities?

Basic Skills– Reading– Writing– Math

Higher Level Skills– Organization– Time planning– Abstract reasoning

Learning Disabilities of America,2004 Retrieved from: http://ldanatl.org/aboutld/teachers/understanding/print_types.asp

Neurologically-based processing problems that Neurologically-based processing problems that interfere with learninginterfere with learning..

Characteristics of Learning Characteristics of Learning Disabilities Disabilities

Perception.Perception. the brain misinterprets the brain misinterprets

the information from the information from the sensory channels.the sensory channels.

Phonological processing.

Lack in the ability to hear each phoneme of a word. (phonological awareness).

Learning Disabilities of America,2004 Retrieved from: http://ldanatl.org/aboutld/teachers/understanding/print_types.asp

Learning disabilities may be caused mainly by Learning disabilities may be caused mainly by deficits in :deficits in :

Other Characteristics That Other Characteristics That Coexist With LDCoexist With LD

Low self esteem Poor motivation Withdrawal Feigned illness

Absenteeism Anxiety Over dependence

Children with learning disabilities can be affected by academic failure and may develop:

Limited English Proficient Limited English Proficient StudentsStudents

Come from different cultures.

Speak various languages See the world in a different

way. Some have changed

geography, climate, economic situation, social status and culture of schools.

Some come to have a better living, but others have to leave their countries out of fear for their lives.

Most children did not want to come. It was their parents choice.

Law, B. & Eckes, M. (2000). The more than just-surviving handbook: ESL for every classroom teacher. Winnipeg: Portage & Main Press.

ESL student with a disability

Physiological reasons. Difficulty forming social

relationships. Communicative

competence may be affected in both languages.

May have speech disorders in: articulation, voice, fluency and receptive and expressive language.

ESL student without a disability

Adaptation difficulties. Behavioral problems

related to acculturation. Communicative

competence may be affected due to a lack of ability in the second language.

Grammar and sentence structure appropriate for his age.

ESL student with a disability

First language skills not appropriate for age and level in areas like: vocabulary, word finding, following directions, sentence formulation and pragmatics.

Disorganized thoughts. May have difficulties learning

the second language. Significantly below grade level. Verbal and non verbal abilities

are inconsistent. Significant discrepancies

between different areas Difficulties with directions,

transitions, coping and following instructions.

ESL student without a disability

May not know specific vocabulary, but may be familiar with the item or concept.

May demonstrate a loss of receptive and expressive language skills in first language.

What LD, LEP children needWhat LD, LEP children need to improve their reading to improve their reading

To improve their reading, learning disabled children who are Limited English proficient need:

Attention from their regular teacher, their ESL teacher and their Exceptional Education teacher.

Hands on instruction. Explicit code emphasis developmental reading

methods: Phonics, linguistic, multisensory approaches.

Teachers who effectively and systematically alter various methods to meet their needs.

What LD, LEP children needWhat LD, LEP children need to improve their reading to improve their reading

Formal explicit instruction in the target language, and culture.Use their previous knowledge, experiences and strengths as a

base to start building literacy.Recursive teachers who identify children’s weaknesses and

strength in order to plan systematic and organized remediation programs.

What LD, LEP children needWhat LD, LEP children need to improve their reading to improve their reading

Implementing and including Phonics and phonemic awareness based tasks with ESL methods like:

Language Experience Approach (LEA).Expediting Comprehension for English Language

Learners (ExC-ELL).Total Physical Response (TPR). The Cognitive Academic Language Learning

Approach (CALLA).Sheltered Instruction Observation Protocol (SIOP).

What LD, LEP children needWhat LD, LEP children need to improve their reading to improve their reading

Have access to high-quality instruction to help them meet high expectations.

Teachers who use strategies known to be effective with English learners such as:

– Drawing on their previous knowledge.

– Providing opportunities to review previously learned concepts and teaching them to employ those concepts.

– Organizing themes or strands that connect the curriculum across subject areas.

– Providing individual guidance , assistance, and support to fill gaps in background knowledge.

What readers needWhat readers need

LD, LEP persons need a variety of instructional approaches in order to read they need:– Decoding

Translating written material into a spoken word.

– Comprehension Skills Reading for factual information

– Follow the events and details of the text. Comparing and evaluating the material

– Derive main ideas from a text and isolate its organizing idea or thesis.

I know everything you just said.

How do I do that in my room?

How do I solve ‘the problem’ I have?

The problemThe problemDaniel is not learning.I have tried everything I know!Nothing seems to work. I know that he tries.Something must be wrong.I am going to lose my job!

Somebody Help Me, Please!

R.T.I.R.T.I.

Would you like to try R.T.I.?Would you like to try R.T.I.?

Response to Intervention (R.T.I.) “is a way to

provide early intervention to students who show

signs of struggling and potentially to identify those

who have learning disabilities. “

Klingner, J. Hoover, J and Baca, Leonard. (2008)Response to Intervention Models and English Language Learners. In Why do English Language Learners struggle with Reading (pp. 37).Corwin Press. Thousand Oaks, CA.

What in the World is R.T.I.?What in the World is R.T.I.?

R.T.I. offers an alternative to the discrepancy-

based identification models of the past that require

students to demonstrate significant difference

between their ability (I.Q.) and their academic

achievement.

Klingner, J. Hoover, J and Baca, Leonard. (2008)Response to Intervention Models and English Language Learners. In Why do English Language Learners struggle with Reading (pp. 37).Corwin Press. Thousand Oaks, CA.

R.T.I. ReferralR.T.I. ReferralWhat you need:For every area of concern is necessary to

include: - A goal related to the needs. - Description of two different research

based interventions.- Progress Monitoring (m-CLASS

Benchmark, Progress Monitoring Reports, Reading Work Samples.)

Note that in Lee County: Teacher directed programs such as Wilson, My sidewalks, Burst, Language!, Wilson Fundations, etc. can be used as the sole intervention.

Measurable GoalsMeasurable Goals

The goals are statements that link directly to the areas of need.

The goal describes what the child is expected to accomplish within the duration of the interventions.

Measurable GoalsMeasurable GoalsGoal Components:Any given/conditions (when, with what,

where) if needed.Skill area/domain (academic, behavioral,

functional.)Observable learner performance (what the

learner will be doing, an action.)Measurable Criteria which specify the level at

which the students performance will be acceptable (frequency, accuracy, speed, etc.)

Measurable GoalsMeasurable Goals To know if the goal is measurable ask:

Does it allow us to know how much progress has been

made?

Does it yield the same conclusion if measured by

another person?

Does it reveal if the goal has been accomplished/

completed?

Can be measured as is? (without additional information.)

Measurable GoalsMeasurable Goals “Given a model, Peter will write the uppercase

alphabet letters with no more than two errors.”

Given a model = When or under what condition.

Peter will write upper case letters = skill-writing/ observable performance.

with no more than two errors = measurable outcome.

Research Based InterventionsResearch Based InterventionsAccording to Kelly and Campbell, (2012) five components

are needed to be in place for students to progress in

reading:

Phonics Instruction, Listening Comprehension, Reading Comprehension, Tutoring, At-home Component.

These program components are consistent with those identified by several researchers including: Carson, 1999; Gaskins, Ehri, Cress, O'Hara, & Donnelly, 1996; Learning First Alliance, 1998; Torgesen, 1998; Snow et al., 1998.

Taken from: Helping Struggling Readers on 11/27/2012 http://education.jhu.edu/PD/newhorizons/strategies/topics/literacy/articles/helping-struggling-readers/index.html by Crystal Kelly, MA.Ed. and Linda Campbell, Ph.D.

Research Based InterventionsResearch Based InterventionsWhat works according to the National

Reading Panel?

- Phonemic Awareness instruction.

- Phonics instruction.

- Fluency Instruction.

- Vocabulary Instruction.

- Text Comprehension.

Phonemic Awareness:Phonemic Awareness: Conscious awareness that words are composed of

separate sounds and the ability to identify and manipulate those sounds. Phonemic Awareness can be developed by:

- Recognizing beginning and ending sounds.

- Isolating sounds.

- Combining sounds.

- Breaking or segmenting words into its separate

sounds.National Institute for Literacy. (2003) PUT READING FIRST:

The research building blocks for teaching children to read. Second Edition. Jessup, MD

Phonological AwarenessPhonological AwarenessAbility to attend to the sounds of speech in a language.

A broad term that includes Phonemic Awareness.

Phonological Awareness activities can involve work with:

- Phonemes

- Rhymes

- Words

- Syllables

- Onset and Rime

National Institute for Literacy. (2003) PUT READING FIRST: The research

building blocks for teaching children to read. Second Edition. Jessup, MD

Phonics InstructionPhonics Instruction Helps children learn the relationships

between the letters (graphemes) and the

sounds (phonemes).

Phonics instruction programs should:

- Be systematic and explicit.

- Provide opportunities to apply what is

learned about sounds and letters to

reading of words, sentences and stories.National Institute for Literacy. (2003) PUT READING FIRST: The research

building blocks for teaching children to read. Second Edition. Jessup, MD

FluencyFluencyThe ability to read a text accurately and quickly.

Frees students to understand what they read.

Reading Fluency can be developed:

- By modeling fluent reading.

- By having students engage in repeated oral reading.

- Progress in reading fluency should be monitored by

teachers to evaluate instruction and set instruction

goals.

National Institute for Literacy. (2003) PUT READING FIRST: The research building blocks for teaching children to read. Second Edition. Jessup, MD

Reading Comprehension Strategies Reading Comprehension Strategies (National Reading Panel)(National Reading Panel)

Comprehension monitoring Using of graphic and semantic

organizers Using of the structure of the

stories Answering of questions Generating questions Summarizing

Calderon, Margarita (2011)

National Reading Panel (2000)

Reading Comprehension Reading Comprehension StrategiesStrategies

Other researchers Predict Determine important information Summarize Make inferences Visualize Ask and answer questions Make connections Monitor comprehension

Calderon, Margarita (2011)

Text Comprehension InstructionText Comprehension Instruction

Comprehension is the reason for reading. It is purposeful and active. It can be developed by teaching comprehension strategies.

Comprehension strategies can be taught:

- Through explicit instruction

- Through cooperative learning

- By helping readers use strategies flexible and

in combination. National Institute for Literacy. (2003) PUT READING FIRST: The research building blocks for teaching children to read. Second Edition. Jessup, MD

Comprehension StrategiesComprehension Strategies Conscious plans or sets of steps that readers use

to make sense of the text.

Monitoring comprehension:

- Being aware of what is understood

- Identify what is not understood

- Use of appropriate fix up strategies to resolve problems.

Using graphic and semantic organizers:

- Use of diagrams or other pictorial devices to illustrate

concepts and interrelationships among concepts in a text.National Institute for Literacy. (2003) PUT READING FIRST: The research

building blocks for teaching children to read. Second Edition. Jessup, MD

Comprehension StrategiesComprehension Strategies Generating questions:

- Help to integrate information from different segments of the text.

Answering questions:

- Give students a purpose for reading

- Help to focus on what is needed to be learned

- Help think actively while reading

- Encourage monitoring of comprehension

- Help review content and relate to what is known National Institute for Literacy. (2003) PUT READING FIRST: The research

building blocks for teaching children to read. Second Edition. Jessup, MD.

Comprehension StrategiesComprehension Strategies

Recognizing Story Structure:

- Find out how the content and the events of a story are organized into a plot.

Summarizing:

- Identify and generate main ideas.

- Connect the main or central ideas.

- Eliminate redundant and unnecessary information.

- Remember what was learned. National Institute for Literacy. (2003) PUT READING FIRST: The research building blocks for

teaching children to read. Second Edition. Jessup, MD

Reading Comprehension Reading Comprehension StrategiesStrategies

ELLs need the text to be chunked into smaller segments in order to focus on strategy development.

(Metacognitive Strategies)

Calderon, Margarita (2011)

TO KEEP IN MINDTO KEEP IN MIND When working with ELLs:

- Build strong positive relationships

- Value cultural diversity in teaching and learning

- Provide sufficient attention and opportunity to

oral language development

- Differentiate instruction as necessary

- Provide explicit instruction(Klingner, Artiles, & Mendez-Barletta, 2006)Klingner, Janette K., Hoover, John J., & Baca, Leonard M. (2008) Ch. Conclusion. In Why do English Language Learners Struggle with Reading?:

Distinguishing Language Acquisition From Learning Disabilities. Corvin Press, Thousand Oaks, California. .

TO KEEP IN MINDTO KEEP IN MIND…… Combine phonological awareness with other reading and English

Language Development activities (no matter what language).

Provide Explicit vocabulary instruction to facilitate reading

comprehension in students’ first language and in English.

Teach and encourage the use of reading comprehension

strategies.

Help students develop a strong foundation in their first language

as a way to promote literacy in both the native language and

English.

Klingner, Artiles, & Mendez-Barletta, 2006)Klingner, Janette K., Hoover, John J., & Baca, Leonard M. (2008) Ch. Conclusion. In Why do English Language Learners Struggle with Reading?: Distinguishing

Language Acquisition From Learning Disabilities. Corvin Press, Thousand Oaks, California.

Phonics TermsPhonics Terms Phoneme segmentation: ability to hear a spoken word and

pronounce its individual phonemes /h/ /i/ /l/. Phoneme blending: ability to hear a word broken into

phonemes and combine the phonemes into the word: /b/ /u/ /g/ to “bug.”

Phoneme manipulation: ability to add, delete pr move phonemes in a word and pronounce the word that results.

Phonics: instruction in how the sounds of speech are represented by letters and spelling.

Onset: the consonant sound(s) that precede the vowel sound in a syllable. /c/ is the onset of cat. /sc/ is the onset of scat

Rime: the vowel sound and what follows it in a syllable. /at/ is the rime in cat. /ast/ is the rime in blast

Research Based InterventionsResearch Based Interventionshttp://ec.ncpublicschools.gov/instructional-reso

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