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Full-Text Articles in Education
Effects Of A Technology-Assisted Reading Comprehension Intervention For English Learners With Learning Disabilities, Sara L. Jozwik, Karen H. Douglas
Effects Of A Technology-Assisted Reading Comprehension Intervention For English Learners With Learning Disabilities, Sara L. Jozwik, Karen H. Douglas
Reading Horizons: A Journal of Literacy and Language Arts
This study integrated technology tools into a reading comprehension intervention that used explicit instruction to teach strategies (i.e., asking questions, making connections, and coding the text to monitor for meaning) to mixed-ability small groups, which included four English Learners with learning disabilities in a fourth-grade general education classroom. We used a multiple baseline design across participants to evaluate the effects of instruction on strategy application as measured through comprehension rubrics (Keene, 2006) and on comprehension-question answering as measured through researcher-developed literal and inferential comprehension questions. Results showed that participants applied comprehension strategies and improved their percentage accuracy with answering comprehension …
Disentangling Language Differences From Disability: A Case Study Of District-Preservice Collaboration, Julie Esparza Brown, Phyllis Campbell Ault
Disentangling Language Differences From Disability: A Case Study Of District-Preservice Collaboration, Julie Esparza Brown, Phyllis Campbell Ault
Journal of Multilingual Education Research
Identifying which K-12 English Learners (ELs) should receive special education services has historically been challenging and fraught with error. Educators are commonly puzzled as to whether an EL student’s academic difficulties are the result of insufficient academic English language, inappropriate instruction, or an intrinsic learning disability. This article examines the influence of a university–district partnership designed to prepare bilingual/bicultural special educators with specific skills and knowledge in disentangling language difference from disability. A unique aspect of the program was that these “BiSped” educators were mostly bilingual, bicultural paraprofessionals in their schools. This feature of the program recognized the unique position …