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Assessment and Intervention for English Language Learners : Translating Research into Practice.

By: Unruh, Susan.
Contributor(s): McKellar, Nancy A.
Material type: TextTextSeries: eBooks on Demand.Publisher: Cham : Springer International Publishing, 2017Copyright date: ©2017Description: 1 online resource (207 pages).Content type: text Media type: computer Carrier type: online resourceISBN: 9783319526454.Subject(s): English language--Study and teachingGenre/Form: Electronic books.Additional physical formats: Print version:: Assessment and Intervention for English Language Learners : Translating Research into PracticeDDC classification: 150 Online resources: Click here to view this ebook.
Contents:
Dedication -- Preface -- Contents -- About the Authors -- Chapter 1: The Challenges of Assessing and Intervening with English Learners -- Introduction -- Definitions -- Areas to Investigate When Students Struggle: Curriculum, Instruction, Environment, and the Learner -- Curriculum -- Instruction -- Environment -- The Learner -- What Is the Typical Path to a Comprehensive Evaluation and What Are the Additional Challenges for English Language Learners? -- A Brief Explanation of Universal Screening for Multitiered Systems of Support (MTSS) or Response to Intervention (RTI) -- For Fluent English Speakers -- For English Learners -- Development of Tier Interventions -- For Fluent English Speakers -- For English Learners -- The Involvement of a Problem-Solving Team -- For Fluent English Speakers -- For English Learners -- What Happens When It Is Determined by a Problem-Solving Team That a Comprehensive Evaluation Is Warranted? How Is the Process Different for English Learners? -- For Fluent English Speakers -- For English Learners -- What Is Needed in Schools and Districts to Meet the Needs of English Language Learners? -- References -- Chapter 2: Dual-Language Learner Development -- Introduction -- How Do Neuroscientists Study What Is Happening in the Brain as Students Learn Oral and Written Language? -- What Is Brain Plasticity? -- What Are the Different Aspects of Oral and Written Language That the Brain Must Process? -- Oral Language: How Does the Brain Learn to Speak and Understand a First Language? -- How Does the Bilingual Brain Differ from the Monolingual Brain? -- How Does Learning English as a Second Language Interact with the Student's First Language? -- Is There a Difference Between Language Learned at Home, in the Community, and at School? -- What Behaviors Will Educators See in English Learners as Their Skills Develop? -- References.
Chapter 3: Data Collection When Working with English Learners -- Introduction: Record Review, Interviews, Observations, and Tests (RIOT) -- Record Review: What Records Are Typically Reviewed During the Problem-Solving Process? -- What Additional Records Are Available for English Learners? -- Interviews: Who Should Be Interviewed and What Information Should Be Gathered? -- Observations -- Portfolio Assessment -- Tests -- How Are Tests Typically Used by School Psychologists for Helping to Diagnose Specific Learning Disabilities? -- Models of Determining Specific Learning Disability Program Eligibility -- The Severe Discrepancy Model -- The Pattern of Strengths and Weaknesses (PSW) Model -- The Response to Intervention (RTI) Model -- When Is It Appropriate to Test an English Learners' Skills in Their Native Language? -- What Are Guidelines for Selecting Tests to Use with English Learners? -- Test Highlight: The Developmental Profile-Third Edition (DP-3) -- What Is the Process of Intervention for English Learners? -- Using Evidence-Based Interventions -- Where to Find Interventions -- What Are Recommended Classroom Instruction and Practices for English Learners? -- References -- Chapter 4: Oral Language Issues and Assessment of Oral Language -- Introduction -- Why Is a Measure of Language Proficiency So Important? -- Should We Wait to Do a Comprehensive Psychoeducational Assessment Until the Student Has Reached a Certain Level of English Proficiency? -- What Information Is Gathered When the English Learner Enrolls in School? -- What Are Ways to Gather Information About Oral Language Proficiency in the First Language? -- Record Review -- Interviews -- Observations -- Tests -- What Tests Can Be Used to Assess a Student's English Language Proficiency? -- Test Highlight: The LAS-Links Online.
What Tests Can Be Used to Assess Students' Proficiency in Their First Language? -- Assessments in Any Language -- Assessments in Spanish -- Test Highlight: The Woodcock-Muñoz Language Survey-Revised Normative Update (WMLS-R NU) -- References -- Chapter 5: Word Reading and Decoding -- Introduction -- What to Know Before Word Reading Assessment and Intervention -- What Is Happening in the Brain as the Individual Begins to Learn to Read? -- The Auditory System and the Linguistic System -- The Visual System and the Linguistic System -- The Roles of Emotions, Attention, Motivation, and Sleep in Learning to Read -- Review of the Brain Processes in Reading -- Is the Process of Decoding the Same in All Languages? -- What Is Happening in the Brains of Children Who Have Difficulty Learning to Read in English? -- What Are Valid Ways to Make Special Education Eligibility Decisions About English Learners? -- Multiple Indicators of a Disorder of Decoding and Word Reading -- Observations of Clinical Signs -- Record Review -- Interviews -- Tests -- How Do We Use Tests with English Learners to Determine Disorders of Decoding and Word Reading? -- Test Highlight: The Diagnostic Assessments of Reading-Second Edition (DAR-2) -- Test-Teach-Test Assessments -- Teaching and Intervening -- What Are Characteristics of Good Classroom Instruction for English Learners? -- What Are Interventions to Improve English Learners' Reading Decoding? -- Supplemental Phonics-Based Instruction -- Interventions Necessitating the Use of Spanish -- References -- Chapter 6: Reading Fluency and Vocabulary -- Introduction -- What to Know Before Reading Fluency Assessment and Intervention -- What Is the Relationship Between Vocabulary and Fluency in Reading? -- Besides Vocabulary, What Other Factors Lead to Fluent Reading? -- What Is the Effect of the Language's Orthography on Reading Fluency?.
What Is the Relationship Between Fluency and Comprehension? -- Multiple Indicators of a Disorder of Reading Fluency -- Observations of Clinical Signs -- Record Review -- Interviews -- What Are the Cognitive Skills That Correlate with Reading Fluency and Vocabulary Skills? -- Tests -- When Is It Appropriate to Test an English Learner's Reading Fluency Skills in His or Her Native Language? -- How Do We Use Tests with English Learners to Determine Disorders of Reading Fluency? -- Test Highlight: The Bilingual Verbal Ability Tests-Normative Update (BVAT-NU) -- Test-Teach-Test Assessments -- Teaching and Intervening -- What Are Characteristics of Good Classroom Instruction for English Learners? -- Which Words Should Be the Focus of Instruction in Vocabulary? -- What Are Interventions to Improve English Learners' Reading Fluency? -- Paired Reading Strategy -- Reference for Interventions Necessitating the Use of Spanish -- References -- Chapter 7: Reading Comprehension -- Introduction -- What to Know Before Reading Comprehension Assessment and Intervention -- What Is Happening in the Brain During Reading Comprehension? -- What Role Does Background Knowledge Play in Reading? -- What Is Verbal Intelligence and How Does It Affect Reading Comprehension? -- What Are Higher Level Thinking Skills and How Do They Affect Reading Comprehension? -- Does Reading Comprehension Differ Based on Orthography? -- Multiple Indicators of a Disorder of Reading Comprehension -- Observations of Clinical Signs -- Record Review -- Interviews -- Tests -- When Is It Appropriate to Test English Learners' Reading Comprehension in Their Native Language? -- How Do We Use Tests with English Learners to Determine Reading Comprehension Disorders? -- Test Highlight: Cloze and Maze Procedures -- Test-Teach-Test Assessments -- Question Schemes -- Story Retelling -- Teaching and Intervening.
What Are Characteristics of Good Classroom Instruction for English Learners? -- What Are Interventions to Improve English Learners' Reading Comprehension Skills? -- Enhanced Reciprocal Teaching with Small Groups -- Self-Questioning Strategy -- References -- Chapter 8: Math Calculation -- Introduction -- Why Should Math Calculation Be of Concern to Educators of English Learners? Isn't It Essentially the Same in All Languages? -- What to Know Before Calculation Assessment and Intervention -- What Is Happening in the Brain of a Child Who Struggles with Math Calculation -- What Special Considerations Relate to the Education of English Learners in Math? -- Mathematics Is a Language -- Code Switching -- Nonlanguage Math Differences Around the World -- Learning and Reviewing Prerequisite Skills -- What Is Number Sense and Why Is It Important? -- What Can We Learn from Students' Mistakes? -- Multiple Indicators of a Disorder of Math Calculation -- Observations of Clinical Signs -- Record Review -- Interviews -- Tests -- When Is It Appropriate to Test an English Learner's Math Calculation Skills in His or Her Native Language? -- How Do We Use Tests with English Learners to Determine Math Calculation Disorders? -- Test Highlight: The Kaufman Test of Educational Achievement-Third Edition (KTEA-3) -- Test-Teach-Test Assessments -- Teaching and Intervening -- What Interventions Should Be Considered to Improve Math Calculation Skills of English Learners? -- General Interventions Recommended for English Learners -- Interventions for Algorithm Errors -- Use of Visual Representations -- Outline Placeholder -- References -- Chapter 9: Math Problem-Solving -- What to Know Before Math Problem-Solving Assessment and Intervention -- How Can Language Proficiency Be Disentangled from Math Problem-Solving Skills? -- What Is Number Sense and Why Is It Important?.
Multiple Indicators of a Disorder of Mathematics Problem-Solving.
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Dedication -- Preface -- Contents -- About the Authors -- Chapter 1: The Challenges of Assessing and Intervening with English Learners -- Introduction -- Definitions -- Areas to Investigate When Students Struggle: Curriculum, Instruction, Environment, and the Learner -- Curriculum -- Instruction -- Environment -- The Learner -- What Is the Typical Path to a Comprehensive Evaluation and What Are the Additional Challenges for English Language Learners? -- A Brief Explanation of Universal Screening for Multitiered Systems of Support (MTSS) or Response to Intervention (RTI) -- For Fluent English Speakers -- For English Learners -- Development of Tier Interventions -- For Fluent English Speakers -- For English Learners -- The Involvement of a Problem-Solving Team -- For Fluent English Speakers -- For English Learners -- What Happens When It Is Determined by a Problem-Solving Team That a Comprehensive Evaluation Is Warranted? How Is the Process Different for English Learners? -- For Fluent English Speakers -- For English Learners -- What Is Needed in Schools and Districts to Meet the Needs of English Language Learners? -- References -- Chapter 2: Dual-Language Learner Development -- Introduction -- How Do Neuroscientists Study What Is Happening in the Brain as Students Learn Oral and Written Language? -- What Is Brain Plasticity? -- What Are the Different Aspects of Oral and Written Language That the Brain Must Process? -- Oral Language: How Does the Brain Learn to Speak and Understand a First Language? -- How Does the Bilingual Brain Differ from the Monolingual Brain? -- How Does Learning English as a Second Language Interact with the Student's First Language? -- Is There a Difference Between Language Learned at Home, in the Community, and at School? -- What Behaviors Will Educators See in English Learners as Their Skills Develop? -- References.

Chapter 3: Data Collection When Working with English Learners -- Introduction: Record Review, Interviews, Observations, and Tests (RIOT) -- Record Review: What Records Are Typically Reviewed During the Problem-Solving Process? -- What Additional Records Are Available for English Learners? -- Interviews: Who Should Be Interviewed and What Information Should Be Gathered? -- Observations -- Portfolio Assessment -- Tests -- How Are Tests Typically Used by School Psychologists for Helping to Diagnose Specific Learning Disabilities? -- Models of Determining Specific Learning Disability Program Eligibility -- The Severe Discrepancy Model -- The Pattern of Strengths and Weaknesses (PSW) Model -- The Response to Intervention (RTI) Model -- When Is It Appropriate to Test an English Learners' Skills in Their Native Language? -- What Are Guidelines for Selecting Tests to Use with English Learners? -- Test Highlight: The Developmental Profile-Third Edition (DP-3) -- What Is the Process of Intervention for English Learners? -- Using Evidence-Based Interventions -- Where to Find Interventions -- What Are Recommended Classroom Instruction and Practices for English Learners? -- References -- Chapter 4: Oral Language Issues and Assessment of Oral Language -- Introduction -- Why Is a Measure of Language Proficiency So Important? -- Should We Wait to Do a Comprehensive Psychoeducational Assessment Until the Student Has Reached a Certain Level of English Proficiency? -- What Information Is Gathered When the English Learner Enrolls in School? -- What Are Ways to Gather Information About Oral Language Proficiency in the First Language? -- Record Review -- Interviews -- Observations -- Tests -- What Tests Can Be Used to Assess a Student's English Language Proficiency? -- Test Highlight: The LAS-Links Online.

What Tests Can Be Used to Assess Students' Proficiency in Their First Language? -- Assessments in Any Language -- Assessments in Spanish -- Test Highlight: The Woodcock-Muñoz Language Survey-Revised Normative Update (WMLS-R NU) -- References -- Chapter 5: Word Reading and Decoding -- Introduction -- What to Know Before Word Reading Assessment and Intervention -- What Is Happening in the Brain as the Individual Begins to Learn to Read? -- The Auditory System and the Linguistic System -- The Visual System and the Linguistic System -- The Roles of Emotions, Attention, Motivation, and Sleep in Learning to Read -- Review of the Brain Processes in Reading -- Is the Process of Decoding the Same in All Languages? -- What Is Happening in the Brains of Children Who Have Difficulty Learning to Read in English? -- What Are Valid Ways to Make Special Education Eligibility Decisions About English Learners? -- Multiple Indicators of a Disorder of Decoding and Word Reading -- Observations of Clinical Signs -- Record Review -- Interviews -- Tests -- How Do We Use Tests with English Learners to Determine Disorders of Decoding and Word Reading? -- Test Highlight: The Diagnostic Assessments of Reading-Second Edition (DAR-2) -- Test-Teach-Test Assessments -- Teaching and Intervening -- What Are Characteristics of Good Classroom Instruction for English Learners? -- What Are Interventions to Improve English Learners' Reading Decoding? -- Supplemental Phonics-Based Instruction -- Interventions Necessitating the Use of Spanish -- References -- Chapter 6: Reading Fluency and Vocabulary -- Introduction -- What to Know Before Reading Fluency Assessment and Intervention -- What Is the Relationship Between Vocabulary and Fluency in Reading? -- Besides Vocabulary, What Other Factors Lead to Fluent Reading? -- What Is the Effect of the Language's Orthography on Reading Fluency?.

What Is the Relationship Between Fluency and Comprehension? -- Multiple Indicators of a Disorder of Reading Fluency -- Observations of Clinical Signs -- Record Review -- Interviews -- What Are the Cognitive Skills That Correlate with Reading Fluency and Vocabulary Skills? -- Tests -- When Is It Appropriate to Test an English Learner's Reading Fluency Skills in His or Her Native Language? -- How Do We Use Tests with English Learners to Determine Disorders of Reading Fluency? -- Test Highlight: The Bilingual Verbal Ability Tests-Normative Update (BVAT-NU) -- Test-Teach-Test Assessments -- Teaching and Intervening -- What Are Characteristics of Good Classroom Instruction for English Learners? -- Which Words Should Be the Focus of Instruction in Vocabulary? -- What Are Interventions to Improve English Learners' Reading Fluency? -- Paired Reading Strategy -- Reference for Interventions Necessitating the Use of Spanish -- References -- Chapter 7: Reading Comprehension -- Introduction -- What to Know Before Reading Comprehension Assessment and Intervention -- What Is Happening in the Brain During Reading Comprehension? -- What Role Does Background Knowledge Play in Reading? -- What Is Verbal Intelligence and How Does It Affect Reading Comprehension? -- What Are Higher Level Thinking Skills and How Do They Affect Reading Comprehension? -- Does Reading Comprehension Differ Based on Orthography? -- Multiple Indicators of a Disorder of Reading Comprehension -- Observations of Clinical Signs -- Record Review -- Interviews -- Tests -- When Is It Appropriate to Test English Learners' Reading Comprehension in Their Native Language? -- How Do We Use Tests with English Learners to Determine Reading Comprehension Disorders? -- Test Highlight: Cloze and Maze Procedures -- Test-Teach-Test Assessments -- Question Schemes -- Story Retelling -- Teaching and Intervening.

What Are Characteristics of Good Classroom Instruction for English Learners? -- What Are Interventions to Improve English Learners' Reading Comprehension Skills? -- Enhanced Reciprocal Teaching with Small Groups -- Self-Questioning Strategy -- References -- Chapter 8: Math Calculation -- Introduction -- Why Should Math Calculation Be of Concern to Educators of English Learners? Isn't It Essentially the Same in All Languages? -- What to Know Before Calculation Assessment and Intervention -- What Is Happening in the Brain of a Child Who Struggles with Math Calculation -- What Special Considerations Relate to the Education of English Learners in Math? -- Mathematics Is a Language -- Code Switching -- Nonlanguage Math Differences Around the World -- Learning and Reviewing Prerequisite Skills -- What Is Number Sense and Why Is It Important? -- What Can We Learn from Students' Mistakes? -- Multiple Indicators of a Disorder of Math Calculation -- Observations of Clinical Signs -- Record Review -- Interviews -- Tests -- When Is It Appropriate to Test an English Learner's Math Calculation Skills in His or Her Native Language? -- How Do We Use Tests with English Learners to Determine Math Calculation Disorders? -- Test Highlight: The Kaufman Test of Educational Achievement-Third Edition (KTEA-3) -- Test-Teach-Test Assessments -- Teaching and Intervening -- What Interventions Should Be Considered to Improve Math Calculation Skills of English Learners? -- General Interventions Recommended for English Learners -- Interventions for Algorithm Errors -- Use of Visual Representations -- Outline Placeholder -- References -- Chapter 9: Math Problem-Solving -- What to Know Before Math Problem-Solving Assessment and Intervention -- How Can Language Proficiency Be Disentangled from Math Problem-Solving Skills? -- What Is Number Sense and Why Is It Important?.

Multiple Indicators of a Disorder of Mathematics Problem-Solving.

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