TY - JOUR
T1 - Instructional Strategies for Improving Achievement in Reading, Mathematics, and Science for English Language Learners With Disabilities
AU - Shyyan, Vitaliy
AU - Thurlow, Martha L.
AU - Liu, Kristin K.
PY - 2008/6
Y1 - 2008/6
N2 - Effective reading, mathematics, and science instructional strategies for English language learners with disabilities participating in state accountability assessments are identified by educators of these students. Hmong students with disabilities indicate the importance of various strategies for their learning in a standards-based, assessment-driven environment. For 72 educators, reading, then math, is seen as the highest importance content area, whereas for 25 students, mathematics, then reading, is seen as the highest importance content area. Several specific instructional strategies are identified as effective through the Multi-Attribute Consensus-Building process, although some variability emerges. Curriculum-based probes have considerable variability in educator weightings, but students weight them as important, feasible, and frequently used. Native language is not frequently mentioned and not particularly supported by students. Implications for further research are discussed.
AB - Effective reading, mathematics, and science instructional strategies for English language learners with disabilities participating in state accountability assessments are identified by educators of these students. Hmong students with disabilities indicate the importance of various strategies for their learning in a standards-based, assessment-driven environment. For 72 educators, reading, then math, is seen as the highest importance content area, whereas for 25 students, mathematics, then reading, is seen as the highest importance content area. Several specific instructional strategies are identified as effective through the Multi-Attribute Consensus-Building process, although some variability emerges. Curriculum-based probes have considerable variability in educator weightings, but students weight them as important, feasible, and frequently used. Native language is not frequently mentioned and not particularly supported by students. Implications for further research are discussed.
KW - assessment strategies
KW - English language learners with disabilities
KW - instructional strategies
KW - mathematics
KW - Multi-Attribute Consensus-Building method
KW - reading
KW - science
UR - http://www.scopus.com/inward/record.url?scp=84861652374&partnerID=8YFLogxK
UR - http://www.scopus.com/inward/citedby.url?scp=84861652374&partnerID=8YFLogxK
U2 - 10.1177/1534508407313239
DO - 10.1177/1534508407313239
M3 - Article
AN - SCOPUS:84861652374
SN - 1534-5084
VL - 33
SP - 145
EP - 155
JO - Assessment for Effective Intervention
JF - Assessment for Effective Intervention
IS - 3
ER -