future directions in research linguistic differences and learning disabilities nonie k. lesaux
TRANSCRIPT
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Future Directions in ResearchFuture Directions in ResearchLinguistic Differences and Learning
Disabilities
Nonie K. Lesaux
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Learners with reading difficulties
Learners from low-income
backgrounds
Language minority learners
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ThemesThemes
Complex, multi-dimensional processes Considerable individual variation in literacy
and language development in general population
Myriad factors, individual and contextual, influence development of language & literacy skills
Pervasive tensions Static vs. Dynamic Asset vs. Liability
One overarching goal
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Current State of AffairsCurrent State of Affairs
Clear understanding of where things are going wrong
Lack of valid model for identification Subjectivity and bias in the referral process Over reliance on self-report, teacher, parent reports
of language proficiency Lack of accountability
Lack of specificity Assessment Accommodations
Variability at all levels
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Language and Literacy outcomes of ELLs Program design and actual implementation Teaching capacity District investment in ELL instruction, services Materials and resources
Most variability in student achievement is associated with classroom-level effects, not school or program-level effects.
Variability as positive or negative
The Challenges of VariabilityThe Challenges of Variability
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Current Body of ResearchCurrent Body of Research
Lack of converging lines of evidence of the developmental trajectories of literacy Implications for expectations, developing instructional
methods
No consensus about circumstances under which learning best happens contextual and demographic information missing
Paradox of research findings and achievement
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Where do we go from here? Where do we go from here? Building consensusBuilding consensus
Converging lines of evidence Cross-sectional, longitudinal, intervention Multiple methods, flexible methods
Particular methodologies more or less appropriate depending on research questions
Replication & data sharing (e.g., Schneider, 2004) Contexts Sample Measures (create, revise) New & current theories, hypotheses
Interdisciplinary lenses
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Pressing IssuesPressing Issues Moving beyond investigating broad
constructs ELL Oral language proficiency Program types
Instructional context Disaggregating large datasets, district data Longitudinal research
Variables that have differential effects on outcomes at different times
Effects of interventions, methods Working with districts
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Pressing Issues
Contextual and individual variables e.g., Studies that include child, home, classroom,
system characteristics Better understand general ELL population
Full spectrum Complete picture Normative profiles
Linking assessment, referral process with instructional context
Designs beyond group comparisons Research-practice iteration
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Future Directions: Study Domains
Vocabulary instruction methods Embedded? Explicit?
Reading comprehension, writing Strategies Individual, text, activity (RAND, 2002) Relationship between L1 and L2
Motivation, engagement Assessing language
Learners “stuck” at intermediate Relationship between word reading and
comprehension
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Future Directions: Participants
Learners succeeding in the system Older learners
Middle and high school learners Overrepresentation, curriculum demands
Subtypes, variability within struggling learners Within-group variability in literacy skills
Different developmental stages
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Future Directions: Instruction
Opportunities to learn Prereferral strategies Universal design, multi-tiered approaches
Response to Intervention Capitalizing on L1 in L2 settings
e.g., cognates Teacher training, professional development
models-viability of peer models
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Working with School District DataWorking with School District Data
ELL classification is temporary Need for permanent designation in tracking
systems Identifying variables that have an impact on
academic success
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Research-Practice IterationResearch-Practice Iteration
Researchers questions driven by the needs and questions of school district Cycle of iteration between researchers and
practitioners
Practice and subsequent research to be modified and influenced by findings Unanswered and new questions
Dissemination
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The Development of ReadingThe Development of Reading
5 year longitudinal study North Vancouver, BC October, 1997 (Kindergarten) 30 schools 197 ESL and 1040 L1 speakers Varying SES Firm Foundations Early Literacy Curriculum
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0
10
20
30
40
50
60
70
80
90
WRATreading
WJ wordidentification
WJ wordattack
Mea
n p
erce
nti
le
English typicalreader
ESL typicalreader
Poor reader
Measures of ReadingMeasures of Reading
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0
10
20
30
40
50
60
Stanford readingcomprehension
Me
an
pe
rce
nti
le
English typicalreader
ESL typicalreader
Poor reader
Reading ComprehensionReading Comprehension
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Socioeconomic Status and Word Reading
0
0.1
0.2
0.3
0.4
0.5
0.6
K-97 K -98 Grade 1 Grade 2 Grade 3
Reading
D’Angiulli, Siegel, & Maggi, 2004
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Early Childhood Study (ECS) SampleEarly Childhood Study (ECS) Sample
344 young children from Spanish-speaking homes Boston, Lawrence, and Framingham, MA Montgomery County, MD
majority born in the US to parents from 22 countries and the US territory of Puerto Rico.
77% of the families in the sample reported an annual income of less than $30,000 and 21% reported an annual income of less than $10,000
Language and Literacy measures
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Pre-K Fall Picture Vocabulary
Means:Spanish 65.13 English 68.47
(4)
(1)
(2)
(3)n=46
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Research-Practice IterationResearch-Practice Iteration
Research questions directly relevant to schools Two-way communication to inform design Dissemination of findings
Professional development workshops Development of subsequent research questions
based on current findings, unanswered questions Similar designs and measures to better
understand universal, local issues Instructional context described or assessed Promote uniformity in classification and tracking
systems of ELLs
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AcknowledgmentsAcknowledgments Linda Siegel Rose Vukovic Patton Tabors Catherine Snow Tami Katzir Orly Lipka Amy Crosson Jeannette Mancilla-Martinez
Natural Sciences & Engineering Research Council of Canada Social Sciences & Humanities Research Council of Canada Michael Smith Foundation for Health Research National Institute for Child Health & Development