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...er, research in the field of special educationscontinues to document that assessments for English language learners with disabilitiesscontributes to the over identification of this group of students (=-=Abedi, 2004-=-; Sullivan,s2011). Given the increased likelihood that special educators will have a student with asdisability who is learning English in their classroom, the strengthening of their teacherspreparatio...

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...179 second grade students.s64sHaagar and Windmueller (2001) used an experimental design in which pre-andposttest assessments as well as the Dynamic Indicators of Basic Early Literacy Skillss(DIBELS) (=-=Kaminski & Good, 1996-=-) assessments were used.sThe study included the usesof DIBELS (Kaminski & Good, 1996) was used to assess fluency with fundamentalsreading skills. Several subtests also were used: Phoneme Segmentation ...

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...tified as being effective in assistingsELLs build their second language proficiency. These are: (a) Basic InterpersonalsCommunication Skills and Cognitive Academic Language Proficiency (BICS & CALP)s(=-=Cummins, 1981-=-a), (b) Cognitive Academic Language Learning Approach (CALLA)s(Chamot & O’Malley, 1987), (c) Specially Designed Academic Instruction in Englishs(SDAIE) (Peregoy & Boyle, 2008), (d) Sheltered Instructi...

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...need for general education teachers to be trainedsduring their preservice education programs in specific reading strategies that will assistsELLs in building literacy to minimize the achievement gap (=-=Carlo et al., 2008-=-; McCallumset al., 2011; Menken & Antunez, 2001)sQuestion Six focused on the level of instruction for the English language learningsreading strategies provided in inservice training and type of teache...

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...responding (Baca & Cervantes, 2004).sFluency building (high frequency words). Students practice repeated reading bysusing a short passage or assessment that builds on increasing high-frequency wordss(=-=Friend & Bursuck, 2012-=-).s16sGraphic organizers (e.g., semantic maps, story maps, concept maps, or wordsproblems). A strategy used to visually facilitate organization of information, problemssolving, planning, or decision m...

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... were Hispanic students for whom English was not their firstslanguage. This has resulted in a concern being expressed for the overrepresentation ofsthese children/youth in special education programs (=-=Hosp & Reschly, 2004-=-). The U.S.sDepartment of Education (2008) reported that Hispanic students were 1.5% more likelysto be identified as having a hearing disability, 54.8% more likely to be identified ass2shaving a learn...

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...ent researchsindicates that a contributing factor may be the lack of teacher training in the area ofs8sappropriate strategies to teach English language learners, particularly those withsdisabilities (=-=Ortiz, 2001-=-; Sullivan, 2011; Keller-Allen, 2006).sSpecial EducationsHistorically, the courts have played a key role in the advocacy of education rightssand equity for English language learners. In Lau v. Nichols...

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...ay indicates122sthat general educators need additional training in their preservice education programs thatsfocuses on providing effective math instruction to ELLs that includes a languagescomponent (=-=Abedi, Lord, Hofstetter, & Baker, 2005-=-; Bernardo, 2002; Durgunoglu &sHughes, 2010). Because most mathematics instruction occurs in the general educationsclassroom, this finding is particularly troubling. Without the use of specific mathsi...

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...ontent (Peregoy, & Boyle, 2013).sIncidental Instruction:sWhen the educator has not predetermined instructional focus,srather the instruction comes naturally with no pre-targeted instruction plannings(=-=Basturkmen, Loewen, & Ellis, 2004-=-.)sPlease rate the level of instruction received in your teacher education program andsinservice training in your school district for each of the following categories for languagesdevelopment, shelter...

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...2012).sBecause language has a profound impact on academic learning, problems withslanguage must be addressed with effective educational strategies, particularly when theschild/youth has a disability (=-=Echevarria, Short, & Powers, 2006-=-; Hart, 2009). Notsaddressing the impact of language on academic achievement can lead to grade retention,shigh dropout rate, special education placement, and increased academic problemss(Bowman-Perrot...

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...cationsTeachers play a crucial role in the lives of children/youth. The prevention ofsschool failure can be directly attributed to educators who create a school climate thatsfosters academic success (=-=Cummins, 1989-=-a). It is mandated that educators usesscientifically-validated methods to adequately educate ELL students in academic contents(IDEA, 2004). However, educators struggle to distinguish between linguisti...

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...dra, 2010). General educators report that they feel unpreparedsto work with ELLs and indicate that they needed more training to be effective with thissgrowing population of learners in their schools (=-=Reeves, 2006-=-).sThis lack of training is due to the fact that only 20 states require all generalseducation teachers to complete any coursework on working with ELLs (Ballantyne,sSanderman, & Levy, 2008). Of those w...

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...rst language, the transition tosreading and writing in English moves more smoothly (Olsen & Jaramillo, 1999). Theysare able to transfer their prior academic skills into the English academic languages(=-=Collier, 1995-=-; Cummins, 1983).sNewly Arrived Learners with Limited Formal SchoolingsMany children/youth arrive in the United States with interrupted or limitedsschooling in their home country (U.S. Census, 2010). ...

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...esign and implementation of appropriate curriculum for studentsslearning English. Research supports the need for preservice teacher training and to ensuresthey are prepared to meet the needs of ELLs (=-=Menken & Antunez, 2001-=-; Durgunoglu &sHughes, 2010; Lobman & McLaughlin, 2005).sIn-Service Teacher Education in English Language InstructionsThe success of educational reforms depend on school districts hiring highlysqualif...

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...tified as being effective in assistingsELLs build their second language proficiency. These are: (a) Basic InterpersonalsCommunication Skills and Cognitive Academic Language Proficiency (BICS & CALP)s(=-=Cummins, 1981-=-a), (b) Cognitive Academic Language Learning Approach (CALLA)s(Chamot & O’Malley, 1987), (c) Specially Designed Academic Instruction in Englishs(SDAIE) (Peregoy & Boyle, 2008), (d) Sheltered Instructi...

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... been professionally prepared toswork with ELLs (Youngs & Youngs, 2001; Durgunoglu, & Hughes, 2010). Thesesattitudes and fears have an impact on the quality of instruction provided to these studentss(=-=Karabenick & Noda, 2004-=-). Because English language learners should be provided thessame level of instruction as students for whom English is their first language, it issimperative to ascertain the level and type of instruct...

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...ficance of the StudysCurrently, there is little research to examine effective instructional strategies forsstudents learning English, particularly for those with disabilities (Baca & Bransford,s1981; =-=Gersten, Baker, & Marks, 1998-=-; Klingner, Artiles, & Barletta, 2006). Conversely,sthere is little information on how educators are being trained to work with this uniquespopulation of students (Reeves, 2006). With the national foc...

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...the ProblemsThe number of children/youth for whom English is not their first language issrising in the United States as well as the number of ELL students with an IndividualizedsEducation Plan (IEP) (=-=Klingner, Artiles, & Barletta, 2006-=-). This emphasizes thesachievement gap between students learning to speak English and those for whom Englishsis their native language (Artiles, Rueda, Salazar, & Higareda, 2005).sIncreasingly, educato...

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...cationsTeachers play a crucial role in the lives of children/youth. The prevention ofsschool failure can be directly attributed to educators who create a school climate thatsfosters academic success (=-=Cummins, 1989-=-a). It is mandated that educators usesscientifically-validated methods to adequately educate ELL students in academic contents(IDEA, 2004). However, educators struggle to distinguish between linguisti...

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...approach used withsELLs to access academic content (Short, Echevarria, & Richards-Tutor, 2011)sReading Strategies: strategies utilized to understand the text, be engaged, or build onsprior knowledge (=-=Gersten, Baker, Haager, & Graves, 2005-=-)sMath Strategies: strategies utilized to solve math problems, reinforce skills, or assistswith instruction (Shyyan, Thurlow, & Liu, 2008)sScience Strategies:sstrategies utilized to understand the tex...

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...that they weres“not prepared at all” (NCES, 2001). This illustrates the continued call in the research forstraining English language learning in teacher education and school-based inservicestraining (=-=Grant & Wong, 2003-=-).sInservice TrainingsWhile most general education teachers have at least one ELL student in theirsclassroom, only 29.5% report receiving any inservice or professional development oncesthey begin teac...

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...earners: (a) newlysarrived learners who have adequate formal schooling, (b) newly arrived learners withslimited formal schooling, and (c) long-term English language learners (Freeman &sFreeman, 2003; =-=Olsen & Jaramillo, 1999-=-; Ruiz-de-Velasco & Fix, 2000). Researchsindicates that the newly arrived learners with limited or no formal schooling and the longterm English language learners will struggle to reach academic goals ...

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... consisted of the control groupsreceiving three weeks of math problem solving instruction, plus 13 weeks of teacherdesigned math problem solving instruction. The experimental group used the Hot Maths(=-=Fuchs et al., 2008-=-a) and schema-broadening instruction. Hot Math (Fuchs et al., 2008a)steaches the mathematical structure of problem type, recognition of the problem-typescategory, solution by the problem type, and tra...

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...ratessetting, typically a resource room or self-contained classroom (Sullivan, 2011). This issproblematic in that special educators do not have extensive training to work with ELLsswith disabilities (=-=Baca & Cervantes, 2004-=-; Artiles & Ortiz, 2002).sModerate to Severe DisabilitiessThere is little research concerning language instruction for English languageslearners with moderate to severe disabilities (Mueller, Singer, ...

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... consisted of the control groupsreceiving three weeks of math problem solving instruction, plus 13 weeks of teacherdesigned math problem solving instruction. The experimental group used the Hot Maths(=-=Fuchs et al., 2008-=-a) and schema-broadening instruction. Hot Math (Fuchs et al., 2008a)steaches the mathematical structure of problem type, recognition of the problem-typescategory, solution by the problem type, and tra...

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...he transition tosreading and writing in English moves more smoothly (Olsen & Jaramillo, 1999). Theysare able to transfer their prior academic skills into the English academic languages(Collier, 1995; =-=Cummins, 1983-=-).sNewly Arrived Learners with Limited Formal SchoolingsMany children/youth arrive in the United States with interrupted or limitedsschooling in their home country (U.S. Census, 2010). These students ...

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... is used with ELLs who are in the intermediate-level of knowledge insEnglish. The SDAIE method consists of five components: teacher attitude, content,sconnections, comprehensibility, and interaction (=-=Díaz-Rico, 2012-=-).sSpecific informal assessments based on curriculum (curriculum-based probesmath). Math probes are used to monitor student progress in acquiring skills. Students aresgiven worksheets with math proble...

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... is used with ELLs who are in the intermediate-level of knowledge insEnglish. The SDAIE method consists of five components: teacher attitude, content,sconnections, comprehensibility, and interaction (=-=Díaz-Rico, 2012-=-).sSpecific informal assessments based on curriculum (curriculum-based probesmath). Math probes are used to monitor student progress in acquiring skills. Students aresgiven worksheets with math proble...

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...n teachers to bestrained during their preservice education programs in the use of modeling, pre-reading,sand other instruction tools that will assist ELLs in gaining access to the sciencescurriculum (=-=Duran et al., 1998-=-; Durgunoglu & Hughes, 2010).sQuestion Ten explored the level of instruction for the English language learningsscience strategies provided in inservice training and the type of teacher (generalseducat...

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... Powers, 2006; Hart, 2009). Notsaddressing the impact of language on academic achievement can lead to grade retention,shigh dropout rate, special education placement, and increased academic problemss(=-=Bowman-Perrott, Herrera, & Murry, 2010-=-; Gersten, et al., 2007). Under the No ChildsLeft Behind Act (NCLB)(2001), all teachers (general and special) are responsible forsensuring that students are provided appropriate instruction in state c...

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...al SchoolingsStudents who arrived in the United States less than five years ago and havesprevious adequate schooling typically function on grade level in reading and writing instheir native language (=-=Freeman & Freeman, 2003-=-). Because these children/youth alreadysunderstand the constructs of reading and writing in their first language, the transition tosreading and writing in English moves more smoothly (Olsen & Jaramill...

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...und impact on academic learning, problems withslanguage must be addressed with effective educational strategies, particularly when theschild/youth has a disability (Echevarria, Short, & Powers, 2006; =-=Hart, 2009-=-). Notsaddressing the impact of language on academic achievement can lead to grade retention,shigh dropout rate, special education placement, and increased academic problemss(Bowman-Perrott, Herrera, ...

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...& Cervantes, 2004; Artiles & Ortiz, 2002).sModerate to Severe DisabilitiessThere is little research concerning language instruction for English languageslearners with moderate to severe disabilities (=-=Mueller, Singer, & Carranza, 2006-=-).sStudents who are diagnosed as having a moderate to severe disability (e.g., intellectualsdisabilities, learning disabilities) often experience difficulties with language acquisition,sexpressive lan...

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...al EducationsAn estimated 25% of all students in the United States are from immigrant familiessand live in homes in which a language other than English is spoken (Ballantyne,sSanderman, & Levy, 2008; =-=Samson & Collins, 2012-=-). Because of this change insdemographics, all teachers must have the tools and skills needed to support students assthey learn English. General educators overwhelmingly report that they know the cont...

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...eed additional training in their preservice education programs thatsfocuses on providing effective math instruction to ELLs that includes a languagescomponent (Abedi, Lord, Hofstetter, & Baker, 2005; =-=Bernardo, 2002-=-; Durgunoglu &sHughes, 2010). Because most mathematics instruction occurs in the general educationsclassroom, this finding is particularly troubling. Without the use of specific mathsinterventions, En...

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...chool districts across the nation (Díaz-Rico, 2012).sBasic Interpersonal Communication Skills (BICS)sChildren and youth who are learning English function in one of two levels ofslanguage proficiency (=-=Cummins, 1980-=-a). The two levels develop over time and are notsmutually exclusive, although one level does rely on the other level for languagesproficiency (Cummins, 1981a).s24sBasic Interpersonal Communication Ski...

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...ined during their preservice education programs in the use of modeling, pre-reading,sand other instruction tools that will assist ELLs in gaining access to the sciencescurriculum (Duran et al., 1998; =-=Durgunoglu & Hughes, 2010-=-).sQuestion Ten explored the level of instruction for the English language learningsscience strategies provided in inservice training and the type of teacher (generalseducation and special education)....

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...glish Language Instructional ModelssProviding educators the necessary instructional programs and training is essentialsto ensure that all ELLs are provided access to the general education curriculums(=-=Moughamian, Rivera, & Francis, 2009-=-). However, research indicates that teachers havesnot been trained to work with ELLs and lack confidence when teaching these studentss(Reeves, 2006; Karabenick & Noda, 2004).sSeveral instructional mod...

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...quality andschallenging curriculum that native English students receive (Cline, & Necochea, 2003).sThis is done through good teaching techniques and a focus on building academicslanguage development (=-=Hansen-Thomas, 2008-=-).sThe SDAIE model consists of: (a)sgrade- appropriate content area learning, (b) English language and literacy development,sand (c) positive social and affective adjustment (Peregoy & Boyle, 2008).sG...

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...w contexts, usingsSpanish cognates, and analyzing morphological structures.sMcCallum, Krohn, Skinner, Hilton-Prillhart, Hopkins, Waller, & Polite (2011)sexamined the use of the Ask, Read, Tell (ART) (=-=McCallum et al., 2011-=-) strategy as wellsas pre-and-during reading activities and post-reading peer discussions to increase readingscomprehension. The 115 participants were from two inner-city high schools.sAn experimental...

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...sessment tests (Ruiz-de-Velasco & Fix, 2000, NCES, 2012).sResearch indicates that these students may be proficient in conversational English, butsstruggle with the academic language of the classroom (=-=Cummins, 1999-=-; Collier, 1995).sThis dichotomy may be due to inconsistent or poor instruction since their arrival in thesUnited States (Olsen & Jaramillo, 1999; Ruiz-de-Velasco & Fix, 2000). It also may besdue to a...

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...Bengali, Sylleti, Turkish, Amharic, andsSamali. Eight of the children were monolingual and 28 were bilingual.sDockrell et al. (2010) used a quasi-experimental design. One preschool usedsTalking Time (=-=Dockrell et al., 2010-=-), one used Story Reading (Dockrell et al., 2010), andsthe last preschool served as the control group in which no intervention was used. Allsstudents were given a pre- and post-assessment to assess no...

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...udents as well as thoseslearning English or those with disabilities.sReading. Greenwood (2001) conducted a study to examine the use of Class-WidesPeer Tutoring -Learning Management System (CWPT-LMS) (=-=Greenwood, 2001-=-) by fivesteachers of ELL students in Grades 1-5. A total of 117 English language learners withsdisabilities also participated.sGreenwood (2001) used a single subject design across classes and teacher...

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...ing (Mueller et al., 2004; Reeves, 2006). Educators needsmore experience with skills, strategies, and methods to assist ELLs in narrowing thesachievement gap between them and fluent English speakers (=-=Prieto et al., 1981-=-;sKarabenick & Noda, 2004; Reeves, 2006; Shyyan et al., 2008). The need for educators toscontinually be trained is necessary throughout their educational career (Prieto et al., 1981;sYoungs & Youngs, ...

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...s as students cansdominate the surface level language skills and can conduct an intense conversation insEnglish, however lack the academic language (CALP) needed to succeed in the academicsclassroom (=-=Bylund, 2011-=-). The proficiency of BICS is a necessary first step for ELLsstudents to achieve in building the teacher student interaction and socialization processswithin the school and home (Cummins, 1989b).sBren...

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...chool districts across the nation (Díaz-Rico, 2012).sBasic Interpersonal Communication Skills (BICS)sChildren and youth who are learning English function in one of two levels ofslanguage proficiency (=-=Cummins, 1980-=-a). The two levels develop over time and are notsmutually exclusive, although one level does rely on the other level for languagesproficiency (Cummins, 1981a).s24sBasic Interpersonal Communication Ski...

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...nents: (a) preparation, (b) buildingsbackground, (c) comprehensible input, (d) strategies, (e) interaction, (f)spractice/application, (g) lesson delivery, and (h) review/assessment (Echevarria, 1995;s=-=Echevarria, Richards-Tutor, Canges, & Francis, 2011-=-). The SIOP model uses the generalseducation curriculum and modifies it to make the content assessable to ELLs (Short &sEchevarria, 2005). The goal of the SIOP model is to help ELL students access and...

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...rm English Language LearnerssStudents who are long-term English language learners have been in the UnitedsStates seven years or more and are still below grade level in reading and writing insEnglish (=-=Freeman & Freeman, 2004-=-). Often, these students achieve good grades, butsscore low on standardized assessment tests (Ruiz-de-Velasco & Fix, 2000, NCES, 2012).sResearch indicates that these students may be proficient in conv...

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...slanguage when identifying an ELL student as having a disability (Sullivan, 2011; Zehler,set al., 2003). This becomes particularly important in the academic areas of math,slanguage arts, and science (=-=Kleinert, Cloyd, Rego, & Gibson, 2007-=-).sMild to Moderate DisabilitiessDisproportionality in special education has been a concern for approximately foursdecades (Sullivan, 2011). The issues with disproportionality are not only withsidenti...

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...s to the generalseducator. However, research indicates that teacher education and school-based inservicestraining is not providing the skills necessary for general educators to meet thissrequirement (=-=Leos & Saavedra, 2010-=-). General educators report that they feel unpreparedsto work with ELLs and indicate that they needed more training to be effective with thissgrowing population of learners in their schools (Reeves, 2...

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...: (a) a survey focused on the opportunity to learn completed by studentssand teachers, (b) an assessment of achievement in Algebra, (c) the fluency subscale fromsthe Language Assessment Scale (McGraw =-=Hill, 2007-=-), and (d) assessment of studentspreparation in mathematics and their ability to understand directions. The opportunity toslearn survey contained 28 topics taught in the grade 8 algebra classrooms. Th...

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...located in the Phoenix metro area, has ansenrollment of 72,254 students (58,404 undergraduate and 6,776 graduate) (NCES,s2012a). The Mary Lou Fulton Teachers College has 5,672 students (Arizona States=-=University, 2012-=-).sCalifornia State University, Fullerton (CSUF), located in Orange County,sCalifornia has an enrollment of 36,156 students (30,782 undergraduate students ands5,374 graduate students) (NCES, 2012b). T...