Teaching Reading to Limited Teaching Reading to Limited English Proficient, Learning English Proficient, Learning

Disabled, Elementary Students: Disabled, Elementary Students: Best PracticesBest Practices

By:

Jorge Eliécer Zuluaga Urrea

   CAROLINA TESOL CONFERENCE

WINSTON SALEM, 2007

Specific Learning Disabled Specific Learning Disabled children in NC public schoolschildren in NC public schools

Hispanics 4,439Asian 556Multiracial 1,267 Black 20,083White 36,590American Indians 998

NCDPI,2006. http://149.168.35.67/WDS/tableviewer/tableviewaspx

Specific Learning Disable Students in North Carolina (Dec, 2006)

Hispanic8%

Black31%

Asian1% Multiracial

2%

White56%

Indian2%

ESL students with disabilitiesESL students with disabilities

An estimated 184.000 of the nation’s 2.9 million ESL students have disabilities

Zehr,Mary Ann 2001, Editorial Projects in Education. Vol.21 Number 10

LEP, SLDLEP, SLD

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

Are teachers prepared to deal with this population?

Objectives of the studyObjectives of the study

To identify 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.

Research questionResearch question

What are the best practices used by Regular, English as a Second Language and Exceptional Education elementary teachers in Lee County Schools, to overcome reading difficulties in Limited English Proficient, Learning Disabled Students?

QuestionnaireQuestionnaire

A questionnaire to Regular, English as a Second Language and Exceptional Education teachers asked about their techniques, methods and approaches to teach LD, LEP Children.

The QuestionnaireThe Questionnaire

 The purpose of the survey was to identify

the main approaches used by educators in order to teach reading to Limited English Proficient speakers who are Learning Disabled.

Organization of the Organization of the questionnairequestionnaire

IdentificationTeaching methods and techniquesReasons for the difficulties to read among

LEP, LD studentsMaterials used to teach reading to LEP, LD

studentsRecommendations to teach reading to LEP,

LD students

Exceptional Education LawExceptional Education 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 have a lot of 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 have changed geography, climate, economic situation, social status, culture of schools

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

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 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.

How?How?

Using a variety of methods including:– Phonics approach– Linguistic method– Multisensory approach– Neurological Impress

Technique– Language Experience

approach– Reading comprehension

support.

Learning Disabilities of America , 1998. LDA News briefs. Vol. 38, No.4. Retrieved from: http://www.ldanatl.org/aboutld/teachers/teaching_reading on 7/1/2004.

ConclusionsConclusions

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 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

strengths 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:

The Cognitive Academic Language Learning Approach (CALLA).

Sheltered Instruction Observation Protocol (SIOP)Total Physical Response (TPR)Language Experience Approach (LEA)

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

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