Verified Document

ESL And Poor Achievement English Term Paper

We know this situation is particularly critical for special education, ESL, and bilingual teachers. Although these teachers require an even deeper understanding of reading, language, curricula, and instructional practices than do mainstream teachers, in fact they have even fewer opportunities in their preparation programs to acquire this expertise." (RAND, nd) The report states that as well that grade retention does not result achievement in reading on a long-term basis without the provision of "specialized instruction." Stated as three findings in the RAND study is that: (1) High stakes tests are affecting reading comprehension instruction in unknown ways; (2) The preparation of teachers does not adequately address children's need for reading comprehension instruction; and (3) Making good on the federal investment in education requires more knowledge about reading comprehension. III. SURPRISING RESULTS - LESAUX & THIRTY LANGUAGES ESL BASE

In a study conducted by Nonie Lesaux on a group of 30 ESL children in Vancouver, Canada exceeding a total thirty total languages researcher and professor Nonie Lesaux states that: "...with proper intervention, children who speak English as a second language can learn to read English as well as or even better than their English-speaking peers." (Poiter, 2003) The study which is reported to be published in the "Developmental Psychology"

Parts of this document are hidden

View Full Document
svg-one

curriculum is informed from various literacy techniques shown to be effective accompanied by "monitoring, assessment and intervention." (Ibid)
References

Potier, Beth (2003) Research on ESL Children Has Surprising Results - Harvard News Office 13 November 2003 Online available at http://www.hno.harvard.edu/gazette/2003/11.13/03-lesaux.html

Armaline, William & Levy, Donald P. (2005) No Child Left Behind: Flowers Don't Grow in the Desert. Journal of Race and Society. 2004 Elsevier Inc. Online available at http://sociology.uconn.edu/grads/armaline1.pdf.

RAND Reading Study Group (nd) Chapter Four - Online available at http://72.14.253.104/search?q=cache:LopCBl2NnVUJ:www.rand.org/pubs/monograph_reports/MR1465/MR1465.ch1.pdf+ESL:+poor+achievement,+falling+behind+class&hl=en&gl=us&ct=clnk&cd=19

English is a Second Language and Poor Achievement

Sources used in this document:
References

Potier, Beth (2003) Research on ESL Children Has Surprising Results - Harvard News Office 13 November 2003 Online available at http://www.hno.harvard.edu/gazette/2003/11.13/03-lesaux.html

Armaline, William & Levy, Donald P. (2005) No Child Left Behind: Flowers Don't Grow in the Desert. Journal of Race and Society. 2004 Elsevier Inc. Online available at http://sociology.uconn.edu/grads/armaline1.pdf.

RAND Reading Study Group (nd) Chapter Four - Online available at http://72.14.253.104/search?q=cache:LopCBl2NnVUJ:www.rand.org/pubs/monograph_reports/MR1465/MR1465.ch1.pdf+ESL:+poor+achievement,+falling+behind+class&hl=en&gl=us&ct=clnk&cd=19

English is a Second Language and Poor Achievement
Cite this Document:
Copy Bibliography Citation

Sign Up for Unlimited Study Help

Our semester plans gives you unlimited, unrestricted access to our entire library of resources —writing tools, guides, example essays, tutorials, class notes, and more.

Get Started Now