As more English learners enroll in school each year, teachers and administrators are concerned with the large gap in reading and academic standing between ELs and students performing at grade level. This book addresses the language, literacy, and content instructional needs of ELs and frames quality instruction within effective schooling structures and the implementation of RTI.
Benefits:
- Understand RTI in relation to ELs.
- Gain literacy strategies that are beneficial for not only ELs, but also for all struggling or reluctant readers.
- Explore the use of cooperative learning to motivate and engage all students as well as to accelerate ELs language, literacy, and knowledge base while learning social skills.
Contents:
Chapter 1: The Diversity of Students and Programs
Chapter 2: RTI and Quality Instruction
Chapter 3: The Educational Needs of Young ELs
Chapter 4: The Most Critical Year: First Grade
Chapter 5: Selecting Words to Teach
Chapter 6: Teaching Vocabulary
Chapter 7: Teaching Reading
Chapter 8: Teaching Writing
Chapter 9: Ensuring and Reinforcing Comprehension
Chapter 10: Cooperative Learning
Dr. Margarita Espino Calderón, professor emerita at Johns Hopkins University, has worked on numerous research projects from 1990 to 2010 for JHU's Center for Research on Education of Students Placed at Risk, Center for Data-Driven Reform, and Success for All Foundation.
She was co-principal investigator with Robert Slavin on the five-year randomized evaluation of English immersion, transitional bilingual, and two-way bilingual elementary programs funded by the Institute for Education Sciences/US Department of Education. She developed the Bilingual Cooperative Integrated Reading and Composition (BCIRC) program, which is included in the What Works Clearinghouse.
Dr. Calderón was principal investigator in a five-year study in middle and high schools called Expediting Comprehension for English Language Learners (ExC-ELLTM), funded by the Carnegie Corporation of New York, which developed a program to train math, science, social studies, and language arts teachers on integrating academic language, reading comprehension, writing skills, and content knowledge to help ELs and their non-EL peers achieve in mainstream classrooms. Her program Reading Instructional Goals for Older Readers (RIGOR) was developed for Newcomers with Interrupted Formal Education.
As president and CEO of Margarita Calderón & Associates, Inc., Dr. Calderón and her team continue to implement ExC-ELL in many schools, districts, and statewide institutes throughout the country and internationally. Currently, Dr. Calderón and faculty from the Graduate School of Education, George Washington University are recipients of a USDOE-OELA Title III five-year grant to implement and further study "A Whole-School Approach to Professional Development with ExC-ELL" in Virginia schools.
Other research has been funded by the US Department of Education, US Department of Labor, National Institutes of Health, and Texas Education Agency, several school districts, and state departments of education. She collaborated on longitudinal studies with Diane August, Maria Carlo, and Catherine Snow on the National Study of Students Reading in Spanish.
She has over 100 publications, is an international speaker, is invited to do keynote speeches at major conferences, and conducts comprehensive professional development programs throughout the country and abroad.
