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"
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