Recommendation 1: Screen for Reading Problems and Monitor Practice Level of Evidence: Strong
IES Elementary Grade English Learners Recommendation 1: Screen for Reading Problems and Monitor Practice Includes Students From: Elementary School English Learners who speak any language 2
IES Elementary Grade English Learners Recommendation 1: Screen for Reading Problems and Monitor Practice Research to Support the Recommendation Measures Valid for Students in K-1 Measures of phonological awareness Measures of familiarity with the alphabet and the alphabetic principle Measures of reading single words and knowledge of basic phonics rules 3
Assessing Phonological Awareness Examples of valid instruments include (but are not limited to): DIBELS Phoneme Segmentation Fluency Abecedarian Reading Assessment Yopp-Singer Test of Phoneme Segmentation Rosner Test of Auditory Analysis Test of Invented Spelling
Strategies for Administering Phonological Awareness Assessments to ELL Students Ensure ELL students understand the nature of the task and what they are asked to do If possible, instructions can be given in home language Use at least two or three practice items with corrective feedback and modeling before giving the test items While giving the test items, follow all test directions and protocols
Assessing Alphabet Knowledge Examples of valid instruments include (but are not limited to): DIBELS Letter Naming Fluency Abecedarian Reading Assessment TPRI State and district level tests, such as Ohio s Kindergarten Readiness Assessment - Literacy
Sample Assessment of Alphabet Knowledge DIBELS Letter Naming Fluency
Assessing Phonics / Decoding Skills Examples of valid instruments include (but are not limited to): DIBELS Nonword Reading Fluency Abecedarian Reading Assessment Qualitative Spelling Inventory State and district level tests, such as Los Angeles County Office of Education Phonics Inventory
Sample Assessment of Phonics / Decoding Skill
Sample Assessment of Phonics / Decoding Skill DIBELS Nonsense Word Fluency
IES Elementary Grade English Learners Recommendation 1: Screen for Reading Problems and Monitor Practice Research to Support the Recommendation Measures Valid for Students in 2-5 Oral reading fluency for both screening and progress monitoring 11
Assessing Reading Fluency
Assessing Reading Fluency Examples of valid instruments include (but are not limited to): DIBELS Oral Reading Fluency Informational passages may be less biased for ELL students State and district level tests
Sample Assessment of Oral Reading Fluency
IES Elementary Grade English Learners Recommendation 1: Screen for Reading Problems and Monitor Practice Should ELL students be assessed in English or their home language? Formative early reading assessments in English are valid for ELL students. ELL students may be assessed in their home languages, but any findings must be interpreted with caution
IES Elementary Grade English Learners Recommendation 1: Screen for Reading Problems and Monitor Practice Phoneme Segmentation Fluency 60 NS - good reader 50 NS - at-risk 40 30 EL - good reader - English 20 EL - at-risk - English 10 EL - good reader - Spanish 0 Fall Spring EL - at-risk - Spanish
IES Elementary Grade English Learners Recommendation 1: Screen for Reading Problems and Monitor Practice Letter Naming Fluency 70 60 50 NS - good reader NS - at-risk 40 30 EL - good reader - Eng EL - at-risk - Eng 20 10 0 Fall Spring EL - good reader - Sp EL - at-risk - Sp
IES Elementary Grade English Learners Recommendation 1: Screen for Reading Problems and Monitor Practice Letter Word Identification (percentile scores) 80 70 NS - good reader 60 NS - at risk 50 40 30 EL - good reader - Eng EL - at risk - Eng 20 10 0 Fall Spring EL - good reader - Sp EL - at risk - Sp
IES Elementary Grade English Learners Recommendation 1: Screen for Reading Problems and Monitor Practice Oral Reading Fluency (cwpm) 60 NS - good reader 50 40 30 20 NS - at risk EL - good reader - English EL - at-risk - English 10 0 Fall Spring EL - good reader - Spanish EL - at-risk - Spanish
IES Elementary Grade English Learners Recommendation 1: Screen for Reading Problems and Monitor Practice How to Carry out the Recommendation 20
IES Elementary Grade English Learners Recommendation 1: Screen for Reading Problems and Monitor Practice 1. Districts should establish procedures for - and provide training for - schools to screen English learners for reading problems. The same measures and assessment approaches can be used with English learners and native English speakers. 21
IES Elementary Grade English Learners Recommendation 1: Screen for Reading Problems and Monitor Practice 2. Depending on resources, districts should consider collecting progress monitoring data more than three times a year for English learners at risk for reading problems. The severity of the problem should indicate how often progress is monitored - weekly or biweekly for students at high risk of reading problems. 22
IES Elementary Grade English Learners Recommendation 1: Screen for Reading Problems and Monitor Practice 3. Data from screening and progress monitoring assessments should be used to make decisions about the instructional support English learners need to learn to read. 23
IES Elementary Grade English Learners Recommendation 1: Screen for Reading Problems and Monitor Practice 4. Schools with performance benchmarks in reading in the early grades can use the same standards for English learners and make adjustments in instruction when progress is insufficient. It is the opinion of the panel that schools should not consider belowgrade-level performance in reading as normal or something that will resolve itself when oral language proficiency in English improves. 24
IES Elementary Grade English Learners Recommendation 1: Screen for Reading Problems and Monitor Practice 5. Provide training on how teachers are to use formative assessment data to guide instruction. 25
IES Elementary Grade English Learners Recommendation 1: Screen for Reading Problems and Monitor Practice Steps for Carrying Out the Recommendation 1. Establish procedures and training for schools to screen English learners for reading problems. 2. 3. 4. 5. Consider collecting progress monitoring data more than three times a year for English learners at risk for reading problems. Use reading screening and progress monitoring data to make decisions about instructional support English learners need to learn to read. Use the same reading performance benchmarks for English learners as for other students and make adjustments in instruction when performance is insufficient. Provide training on how teachers are to use formative assessment data to guide instruction. 26
IES Elementary Grade English Learners Recommendation 1: Screen for Reading Problems and Monitor Practice Other Considerations There is no evidence to support the position that early reading problems experienced by English learners will resolve themselves once oral language skills in English are established (p. 12). 27
IES Elementary Grade English Learners Recommendation 1: Screen for Reading Problems and Monitor Practice Other Considerations Formative early reading assessments in English are valid for English learners (p. 13) 28
Recommendation 2: Provide Intensive Small-Group Reading Interventions Level of Evidence: Strong
IES Elementary Grade English Learners Recommendation 2: Provide Intensive Small-Group Reading Interventions Intervention Programs that Work Intervention Reports What Works Clearinghouse Website Enhanced Proactive Reading Read Well SRA Reading Master/SRA Corrective Reading 30
IES Elementary Grade English Learners Recommendation 2: Provide Intensive Small-Group Reading Interventions Research to Support the Recommendation Effective Intervention Programs Potentially positive effects Lasting effects on reading performance
IES Elementary Grade English Learners Recommendation 1: Screen for Reading Problems and Monitor Practice How to Carry out the Recommendation 32
IES Elementary Grade English Learners Recommendation 2: Provide Intensive Small-Group Reading Interventions 1. Use an intervention program with students who enter the first grade with weak reading and prereading skills, or with older elementary students with reading problems.
IES Elementary Grade English Learners Recommendation 2: Provide Intensive Small-Group Reading Interventions 2. Ensure that the program is implemented daily for at least 30 minutes in small, homogeneous groups of three to six students.
IES Elementary Grade English Learners Recommendation 2: Provide Intensive Small-Group Reading Interventions 3. Provide training and ongoing support for the teachers and interventionists (reading coaches, Title I personnel, or paraeducators) who provide the small- group instruction.
IES Elementary Grade English Learners Recommendation 2: Provide Intensive Small-Group Reading Interventions 4. Training for teachers and other school personnel who provide small-group interventions should also focus on how to delivery instruction effectively, independent of the particular program emphasized. It is important that this training include the use of the specific materials the teachers will use during the school year. The training should also explicitly emphasize that these instructional techniques can be used in other programs and across other subject areas.
IES Elementary Grade English Learners Recommendation 2: Provide Intensive Small-Group Reading Interventions 1. 2. 3. 4. Steps for Carrying Out the Recommendation Use an intervention program with students who enter first grade with weak reading and prereading skills, or with older students with reading problems. Ensure that the program is implemented daily for at least 30 minutes in small, homogeneous groups of three to six students. Provide training and ongoing support for the teachers and interventionists (reading coaches, Title I personnel, or paraeducators) who provide the small-group instruction. Program training should focus on how to deliver instruction effectively, independent of the particular program. Emphasize that effective instructional techniques can be used in other programs and across other subject areas.
IES Elementary Grade English Learners Recommendation 2: Provide Intensive Small-Group Reading Interventions Other Considerations Although students will miss some instruction in other areas while they are receiving additional small-group reading instruction, learning to read is critical to all other learning demands (p. 15).