Recommendations from the IES Practice Guide: Effective Literacy and LanguageInstruction for English Learners in the Elementary Grades

Penny Chiappe -Collins and Robin Scarcella, UCIPenny Chiappe -Collins and Robin Scarcella, UCINovember 9, 2010Seattle, Washington

Effective Literacy And English Language Instruction For English Learners

Authors

• Russell Gersten

• Scott K. Baker

• Timothy Shanahan

• Sylvia Linan Thompson • Sylvia Linan Thompson

• Penny Chiappe

• Robin Scarcella

A What Works Clearinghouse Practice

Guide

This presentation utilizes the material posted onhttp://ies.ed.gov/ncee/wwc/publications/practiceguides/

• For the full Practice Guide:

http://www.dww.ed.gov/media/EL/R

Website Information

eadingK5/TopicLevel/el_practice_guide.pdf

• For the Doing What Works website:http://dww.ed.gov/

Organization of the Presentation

1. What is the rationale for a practice guide on English learners (ELs) in elementary schools targeting literacy and language outcomes?

2. How is the practice guide organized and why? What does it mean that the set of recommendations provides a coherent recommendations provides a coherent framework?

3. How can districts and schools move forward to implement the recommendations in the practice guide to improve literacy and language outcomes for ELs?

Why a practice guide on ELs?

• IES practice guides are designed to address challenging problems in education that cannot currently be addressed through a single intervention or program.or program.– Interventions targeting literacy and

language outcomes for ELs fit this definition.

• State achievement data and NAEP data clearly show the need for bold action.

Rationale

• In general, English learners lag behind their peers in reading.• Without strong reading skills, English learners will not reach challenging learners will not reach challenging standards.• Many English learners are not taught to read in English until they can speak in English.

The Good NewsEnglish learners can learn to read at a rate comparable to native English speakers:

• when they are given additional instructional • when they are given additional instructional supports, and

• when they are taught to read, with or without instruction in their first language.

This is what the panelists ofthe Practice Guide found.

Effective, research-based instructional practices make a difference.

How is the EL practice guide organized? What makes it a coherent framework?

• There are 5 major recommendations in the practice guide.

• These recommendations reflect an integrated and coherent set of integrated and coherent set of education practices.

• District and schools that implement these recommendations as intended should see meaningful increases in language and literacy outcomes for ELs.

RecommendationsRecommendation Level of Scientific

Evidence

1. Conduct formative assessments with ELs

in key areas of reading.

Strong

2. Provide intense small-group reading

interventions for ELs at risk for reading

problems.

Strong

problems.

3. Provide high-quality vocabulary

instruction throughout the day.

Strong

4. Ensure that the development of academic

English is a key instructional goal for all

ELs.

Low

5. Have peers work together to practice and

extend material already taught.

Strong

Coherence of the Practice Guide recommendations

Formative Assessment

• Phonological

Teacher Directed InstructionTeacher Directed Instruction

• Small group

Student PracticeStudent Practice

• Phonological awareness

• Alphabetic understanding

• Reading fluency

• Small group reading

• Vocabulary• Academic

language

• Peer assisted instruction

Instructional Coherence

Reading instruction

Small

Cla

ssro

om

Pra

ctic

eSmall group

reading

Vocabulary instruction

Academic language

Cla

ssro

om

Pra

ctic

e

The Practice Guide

• The Practice Guide was developed by an expert panel convened by the Institute of Education Sciences.

• It offers a set of five research-based • It offers a set of five research-based recommendations.

• A summary of the research evidence and a level of evidence rating are provided for each recommendation.

Purpose of The What Works Clearinghouse

• Mission of WWC is to “be a central and trusted source of scientific evidence for what works in education.”

• WWC generates several different products:– Intervention reports– Topic reports– Quick reviews– Practice guides

WWC Study Rating

Rating affected by:• Rigor of design

– RCT, QED, or Single Subject studies– Regression discontinuity standards under – Regression discontinuity standards under

development• Validity and reliability of outcome measures• Equivalence of groups at baseline• Overall and differential attrition• Absence of confounds

WWC Practice Guides: Purpose

• Use expertise and judgment of a panel to identify the most important research relevant to the research relevant to the recommendations.

• Bring the best available evidence to bear on challenges that cannot currently be addressed by single interventions or programs.

Levels of Evidence

•Strong•Moderate•Moderate•Low

Strong Evidence: Example*

• The academic impact of peer-assisted learning and cooperative groups on English learners– Two randomized controlled trials and two high-quality – Two randomized controlled trials and two high-quality

quasi experiments in classrooms– Studies conducted across multiple sites by multiple

research teams who reached consistent conclusions about the positive academic impacts

• Noted some reservations and weaknesses concerning the quasi-experimental designs

*See Appendix 1 (pp. 27-28) of EL Practice Guide

Low Evidence: Example*

The effectiveness of formal/academic English instruction on English learners.– Little empirical research

• Relevant studies addressed very selective aspects of • Relevant studies addressed very selective aspects of academic English and only indirectly addressed classroom instruction

• Additional support from a recent classroom observational study

– Strong consensus of expert opinion• Agreement on the importance of explicit and deliberate

instruction of academic English from the earliest grades

*See Appendix 1 (p. 26) of EL Practice Guide

Released in 2007

The Target Audience

• A broad spectrum of school practitioners such as administrators, curriculum specialists, coaches, staff curriculum specialists, coaches, staff development specialists and teachers

• District-level administrators who develop practice and policy options for their schools

Scope of the Practice Guide

Topics:

The topics addressed in the Practice The topics addressed in the Practice Guide are not the only ones that matter in the teaching of English learners. Sufficient evidence resulted in the panel’s recommending the topics.

The Recommendations

1. Screen and monitor progress2. Provide reading interventions3. Teach vocabulary4. Develop academic English 4. Develop academic English 5. Schedule peer learning

Screen and monitor progressTo determine which learners need support and what kind of support they need, use English language measures of phonological processing, letter knowledge, and word and text reading.

MeasuresA set of eleven studies have demonstrated that there are three types of measures that are valid:1. Measures of phonological awareness;2. Measures of letter knowledge, especially of 2. Measures of letter knowledge, especially of speed;3. Measures of word and text reading.

English language measures of these early reading skills have been shown to be valid with English learners.

• By the middle of kindergarten, after students have received some instruction, formative assessments

Screen and monitor progress

instruction, formative assessments (of phonological awareness, letter knowledge and word and text knowledge) are a valid indicator of whether or not a student is at risk for reading problems.

• Students at higher risk for reading difficulty will require frequent monitoring, as often as several

Screen and monitor progress

monitoring, as often as several times per month.

Recommendation 1: Screen and monitor progress

• Use screening assessments in kindergarten and first grade. kindergarten and first grade.

• Identify English learners who require additional instructional support.

Recommendation 1: Screen and monitor progress

- The reading progress of English learners

Monitor reading progress systematically and frequently.- The reading progress of English learners

should be monitored multiple times during the academic year.

- When students’ progress is not sufficient, instructional adjustments should be made in an effort to increase it.

What the evidence suggests:

1. English learners can learn to read in English as quickly as their peers, given a research based

Recommendation 1: Screen and monitor progress

quickly as their peers, given a research based reading program.

2. Progress monitoring measures are reasonable predictors of end of year performance on standardized tests.

Example: A first grade teacher can conduct a formative assessment on all students at the beginning of the year to learn which students can:

• Segment the sounds in individual words (Say the separate sounds in the word trap. : /t/ /r/ /a/ /p/).the word trap. : /t/ /r/ /a/ /p/).

• Blend sounds to form words (What word is this? /t/ /a/ /p/ /s/).

• Associate letters and sounds (Tell me the letter name for this sound: /m/).

Related Research Finding

Do not wait until students have developed strong oral English proficiency before teaching reading…teaching reading…

Key Actions

1. Identify or develop valid assessments and develop an assessment administration plan.

2. Use data from assessments to make decisions about extra support and decisions about extra support and interventions.

3. Provide teachers with professional development and other support to help interpret and take action on assessment results.

What the research has shown

• The expert panel reviewed 21 studies that addressed the validity of assessment measures to screen English learners and monitor their reading progress.monitor their reading progress.

Level of Evidence: Strong

• Generalizable and consistent research findings

Recommendation 2: Provide reading interventions.

English learners at risk for reading problems benefit from additional instruction.instruction.

Recommendation 2• Provide focused, intensive small-group

interventions for ELs. Interventions should focus on five core elements –phonological awareness, phonics, phonological awareness, phonics, reading fluency, vocabulary, and comprehension. Explicit instruction should be the primary means of instructional delivery.

• Scientific evidence base: Strong.

Effective Reading Instruction for ELs

• There is evidence that ELs can make as much early reading progress as non-ELs, when provided with effective instruction.

• Many relevant studies have been conducted in Canada, so context is important. However, these Canada, so context is important. However, these studies demonstrate what is possible.

• It is critical to understand that oral language proficiency is not a strong predictor early reading success.

Recommendation 2: Specifics

• Provide good training to ALL personnel who deliver small-group instruction.

• Effective instruction goes well beyond program specifications. – Pacing, interactive teaching, feedback, verbal clarity

are essential for ELs regardless of program.– High standards for this type of instruction should be

established, prioritized, and monitored in every building for all students, but particularly for ELs.

Recommendations 1 & 2: Multi-tiered Instructional Support

Essential features of Response to Intervention (RtI) multi-tiered instructional support systems (e.g., 3-tiered model) are closely aligned with Recommendations 1 & 2.

Multi-Tiered Support

Recommendation Tier 1 Tier 2 Tier 3

1. Screening /

Progress

Monitoring

assessments

3 times per year Once every 2

weeks or 1 time

each month

Once every week

or once every 2

weeks

assessments

2. Small-Group

Instruction

If possible, some

small group

instruction daily

(n = 6-10

students)

Daily targeted to

the needs of

group (n = 3-6

students)

Daily also

targeting needs of

individual

students in the

group (n = 1-4

students)

Teaching Reading in Two Languages

• Potential benefit in teaching English reading from the beginning of school.

• No evidence that teaching reading in two languages harms students.

• The challenge of teaching reading in • The challenge of teaching reading in two languages effectively is significant.

• Regardless of native language component, schools can be proactive in providing effective reading instruction for all students.

Example

• A teacher works with a group of five first grade children, including three English learners, for about 45 minutes after lunch each day. Students participate in the regular each day. Students participate in the regular core reading program each morning with their peers; the afternoon session provides review and lots of practice, currently focusing on decoding and fluency. Two of the five children are now ready for a more advanced group based on last week's assessment results.

Key Actions

1. Select or develop intervention program(s).Schools should identify or develop reading intervention programs that share the research-based that share the research-based characteristics in programs found effective by the What Works Clearinghouse. Schools may employ multiple interventions to match the needs of students at risk for reading problems.

Key Actions

2. Use techniques and strategies that are supported by research.Programs found effective by the What Programs found effective by the What Works Clearinghouse shared similar characteristics. Each included:

Effective Techniques And Strategies

• Daily small-group instruction of 30-50 minutes• Direct, explicit instruction, including modeling

by the teacher• Fast-paced instruction with frequent practice,

review, and response opportunities• Coverage of all five reading elements• Corrective feedback when students make

errors

• Are designed to provide a foundation for the development of academic reading, increasing

An Example – Upper-gradesElfrieda (Freddy) Hiebert’s

QuickReads 1

Website: http://www.textproject.org

development of academic reading, increasing students’ knowledge of vocabulary, grammar and discourse • Teach reading to young children as well as struggling adolescent learners• Include the instruction of informational non-fiction• Provide background knowledge

• Allow students to gain reading proficiency and experience in extracting information from the text they are reading

An ExampleElfrieda (Freddy) Hiebert’s

QuickReads 1

the text they are reading• Repeatedly expose students to specific content words

The critics argue:

Curricula with defined scope and sequence will not work. They are just one more instructional bandwagon…

…There is no scientific evidence to support them…

They won’t work, because they lead to “one size fits all” instruction. . .

They limit teachers’ freedom. . .

…too much scripted instruction. . .

They stop teachers from using their professional judgment…

They prevent students from learning to read!

Common sense suggests:

When teachers lack expertise in teaching diverse gr oups of students,

When students need instructional routines. . .

they need a curriculum with a defined scope and sequence.

When students need instructional routines. . .

When students frequently move from one school to the next . . .

they need a curriculum with a defined scope and sequence.

they need a curriculum with a defined scope and sequence.

Common sense suggests:

When teachers need to teach something so difficult and so

extraordinarily complex and important as reading. . .

…they need a curriculum with a defined scope and sequence.

3. Provide teachers professional development and other support to help them implement interventions.

Key Actions (cont.)

them implement interventions.

Remember: Teachers may require time for planning and coordinating instruction with other adults providing interventions to the same students.

Suggestions1. Use an intervention program for students who enter

first grade with weak reading and pre-reading skills or older elementary students with reading problems.

2. Ensure that the program is implemented daily for at least 30 minutes in small groups 3-6 students.

3. Give those students with weak English language skills additional work in various aspects of English language development.

4. Remember that there are long term payoffs to work on English language development.

Level of Evidence: StrongBrief Summary of Evidence to Support this Recommendation

Four high quality randomized controlled trials of reading interventions for struggling English learners have been conducted. They appear as Intervention Reports on the What Works Clearinghouse website, www.whatworks.ed.gov .

These interventions were conducted using the follow ing three programs:

-Enhanced Proactive Reading-Read Well -SRA Reading Mastery/ SRA Corrective Reading.

Evidence• The interventions tested were

conducted with English learners and share core characteristics in design and content. Two of the studies demonstrated lasting studies demonstrated lasting effects one or two years after intervention.

Recommendation 3

• Provide high-quality vocabulary instruction throughout the day. Teach essential content words in depth. Also, use instructional time to address common words, phrases, and address common words, phrases, and expressions ELs do not know.

• Scientific evidence base: Strong.

Recommendation 3: Specifics

• Vocabulary instruction for ELs should also emphasize learning everyday words that native English speakers know but are not part of the academic know but are not part of the academic curriculum.

Carefully Selecting Words for English Language Learners

Teaching the Meaning of Critical, Unknown Vocabulary Words

– Select words that are likely to be unknown to many studentsstudents

– Select words critical to passage understanding.– Select words that students are likely to encounter in

the future & are generally useful (Stahl, 1986).– Focus on Academic Vocabulary and Content

Vocabulary (Beck & McKeown, 2003).– Select words that have multiple meanings (polysemy)

but within reason

Source: Teaching Unique Needs for English Learners Reading Lions Center (2007)

Recommendation 4

• Academic English is the “language of the classroom . . . of academic disciplines . . . of texts and literature, and of extended, reasoned discourse.”

• The development of formal (academic) English • The development of formal (academic) English should be a key instructional goal for ELs. Curricula should accompany reading (and mathematics) instruction to support this goal.

• Scientific evidence base: Low

Word Families

Noun Verb Adjective

dependence depend dependable

reliance rely reliable

enjoyment enjoy enjoyable

•Complex Sentence Structures / Syntax–Sentences with passive voice, prepositions, double negative, & ambiguous phrases, etc.

•Discourse

Aspects of Academic Language

•Discourse–Units of language more than one sentence in length that can allow for the organization of speech and writing and convey meaning and coherence across sentences, etc. (We walked for charity, and in so doing we raised money for the Children’s Foundation. The charity walk raised money for the Children’s Foundation.

Recommendation 4: Specifics

• Teachers must understand that instruction with ELs should include time and focus devoted to academic English. and focus devoted to academic English.

• Daily academic English should be integrated into the core curriculum.

• Conversational English does not need to be established prior to regular instruction in academic English.

Recommendation 4: Specifics

• Many features of academic English are not intuitive. Therefore, the best way to teach academic English is through a curriculum with a defined scope and sequence. – However, there are few curriculum materials

that have solid evidence of effectiveness. – Consequently, materials should be selected

carefully and implementation should be planned thoughtfully.

Recommendation: Specifics

• Adopt a policy clearly stating that English learners must have a daily block of time devoted to development of academic English

• Develop or purchase curricula that can be used to teach and develop academic English

• Teach academic English in the earliest grades• Teach academic English in the earliest grades• Provide teachers with appropriate professional

development to help them learn how to teach academic English

Recommendation 4: Specifics

• There are frameworks that do provide guidance for instruction and list key topics. – However, these are not designed for

regular classroom use. – Teachers will need considerable support – Teachers will need considerable support

to use curriculum materials effectively.• Instruction should begin as early as possible.

– For US newcomers, the first year of instruction must also have a focus on informal, conversational language.

Recommendation 4: Specifics• Teachers will need extensive PD and support to

teach academic English effectively. – Features of morphology, syntax, and

discourse should be addressed carefully and not overwhelm teachers.not overwhelm teachers.

• PD activities should include analyzing texts, determining features of language students should be taught to complete assignments, and designing student friendly explanations.

Recommendation 4: Specifics

• Although research is scant, it is recommended that there be a specific time each day when the primary instructional focus is on English language development. Some of that time should be devoted to academic English.– Increase the time ELs have to learn English. – Increase the time ELs have to learn English. – Space instruction throughout the day; it

provides better opportunities for deep processing.

– The focus can be clearly on language.

Recommendation 5

• ELs should get at least 90 minutes a week of instructional activities in which pairs of students work together on academic tasks. The focus of these academic tasks. The focus of these activities should be practice and extension of material already taught.

• Scientific evidence base: Strong

Recommendation 5: Specifics• Peer-assisted learning activities should be

planned and organized carefully. Instruction should address both the social and academic aspects of working with a peer.

• Activities can begin as early as kindergarten, focusing on simple routines.

• Older students can learn routines targeting reading practice, vocabulary, and comprehension skills.

Recommendation 5: Specifics

• Peer-assisted learning may be useful for English language development practice.– This could be valuable during part of the

day reserved for ELD. day reserved for ELD. – For example, ELs could read connected

text and discuss with a partner in a structured way.

Implementing the Recommendations:Structural considerations

Recommendation Structural considerations

1. Conduct formative assessments

with ELs in key areas of reading.

a. Comprehensive assessment

system (Summative and

Formative) is in place for all

students.

b. Teams are established for b. Teams are established for

decision making

2. Provide intense small-group

reading interventions for ELs at

risk for reading problems.

a. Multi-tiered system of reading

instruction is in place for all

students.

b. Time for reading instruction is

allocated (in English and native

language).

c. Materials, effective delivery, and

decision making issues are in

place

Implementing the Recommendations:Structural considerations

Recommendation Structural considerations

3. Provide high-quality vocabulary

instruction throughout the day.

a. All teachers are trained to provided

effective vocabulary instruction.

b. Words for instruction are identified.

c. For ELs, structure in place for

effective vocabulary instruction

throughout the day. throughout the day.

4. Ensure that the development of

academic English is a key

instructional goal for all ELs.

a. There is structured time for ELD.

b. All content instruction is designed to

include opportunities for ELD.

5. Have peers work together to

practice and extend material

already taught.

a. ELs have designed opportunities to

practice academic language.

b. Work with peers is scheduled.

c. Peers are highly trained in how to

work together in ways that promote

academic language use.

There is a lot to teach, especially in the upper grades!

EnglishLearners

1

233

45

E L A

The only way to give students a chance of reaching content standards is to assess students, monitor their students, monitor their progress carefully and give them access to rigorous reading and language instruction.

Carlo, M. S., August, D., McLaughlin, B., Snow, C. E., Dressler, C., Lippman, D. N., et al. (2004). Closing the gap: Addressing the vocabulary needs of English-language learners in bilingual and mainstream classrooms. Reading Research Quarterly, 39(2), 188-215.

Chiappe, P., Siegel, L., & Wade-Woolley, L. (1999). Linguistic diversity and the development of reading skills: A longitudinal study. Scientific Studies of Reading, 6(4), 369-400.

Fien, H., Baker, S. K., Smolkowski, K., Smith, J. M., Kame'enui, E. J., & Thomas Beck, C. (2008). Using nonsense word fluency to predict reading proficiency in K-2 for English learners

References

(2008). Using nonsense word fluency to predict reading proficiency in K-2 for English learners and native English speakers. School Psychology Review, 37(3), 391-408.

Francis, D., J., Lesaux, N., & August, D. (2006). Language of Instruction. In D. August & T. Shanahan (Eds.), Developing literacy in second-language learners. (pp. 365-413). Mahwah, New Jersey: Lawrence Erlbaum Associates.

Hiebert, E.H. (2010). Understanding the word-level features of texts for students who depend on schools to become literate. In M.G. McKeown and L. Kucan (Eds.) Bringing Reading Research to Life, (pp. 207-231). The Guilford Press: New York, NY.

Gersten, R., Baker, S.K., Shanahan, T., Linan-Thompson, S., Collins, P., & Scarcella, R. (2007). Effective Literacy and English Language Instruction for English Learners in the Elementary Grades: A Practice Guide (NCEE 2007-4011). Washington, DC: National Center for Education Evaluation and Regional Assistance, Institute of Education Sciences, U.S. Department of Education. Retrieved from http://ies.ed.gov/ncee

Additional References

Caution: The Panel did not review the references Caution: The Panel did not review the references that follow.

Sharing references..

Sharing information is critical

A Few General References Pertaining to Teaching English Learners

August, D. & Shanahan, T. (2007). Developing Literacy in Second-Language Learners. Mahway, NJ: Lawrence Erlbaum Associates.

Moughamian, A. C., Rivera, M. O., & Francis, D. J. (2009). Instructional Models and Strategies for Teaching English Instructional Models and Strategies for Teaching English Language Learners.Portsmouth, NH: RMC Research Corporation, Center on Instruction.

Rivera, M. O., Francis, D. J., Fernandez, M., Mough amian, A. C., Lesaux, N. K., & Jergensen, J. (2010). Effective Practices for English Language Learners. Principals from five states speak. Portsmouth, NH: RMC Research Corporation, Center on Instruction.

Scarcella, R. (2003). Accelerating Academic English: A Focus on the English Learner. http://exstream.ucsd.edu/UCPDI/webtool/html/publications/ell_book_all.pdf.

Schleppegrell, M. J. (2009). Language in academic subject areas and classroom instruction: what is academic language and how can we teach it? Invited paper for a workshop on The role of language in school

References on Academic Language

paper for a workshop on The role of language in school learning sponsored by The National Academy of Sciences, Menlo Park, CA, October, 2009. Availab le http://www7.nationalacademies.org/cfe/Paper_Mary_Sc hleppegrell.pdf

Short, D J. & Fitzsimmons, S. (2007). Double the Work: Challenges and Solutions to Acquiring Language and Academic Literacy for Adolescent English Language Learners. Carnegie Report.

Building Academic Language: Essential Practices for Content Classrooms. Zwiers, Jeff. (2008) Jossey-Bass / John-Wiley.

A Review of the Literature on Academic English: Implications for K-12 English Language Learners.

References on Academic Language (cont.)

Implications for K-12 English Language Learners. (2010). Kristina Anstrom, Patricia DiCerbo, Frances Butler, Anne Katz, Julie Millet, and Charlene Rivera. The George Washington University Center for Equity and Excellence in Education. This report is available on the GW -CEEE website: www.ceee.gwu.edu

Preliminary Web Tools: CautionResearch -- Only In Progress

• Preparing for Success in Algebrahttp://www.camsp.net/html/index.html

• Access to the Core • Access to the Core http://www.accesstothecore.com/html/index.html