SERVICE DELIVERY TO ELL STUDENTS WITH LANGUAGE LEARNING DISABILITIES: PRACTICAL MATERIALS AND STRATE

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SERVICE DELIVERY TO ELL STUDENTS WITH LANGUAGE
LEARNING DISABILITIES PRACTICAL MATERIALS AND
STRATEGIES
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At my school, we have a great deal of diversity
91 of our students are students of colour 9
are White. Many come from welfare homes. The
school has 900-1000 students.
I. INTRODUCTION
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In my district as a whole

• Children represent between 80-90 different
  language groups
• They come from all over the world.
• Sacramento, California and New York have the
  largest numbers of immigrants from the former
  USSR in the entire United States

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Thus, it is the overall goal of this section to
present ideas and strategies that are

• widely applicable to ELL students from a variety
  of cultural and linguistic backgrounds
• useable by monolingual English-speaking
  clinicians as well as bilingual clinicians, and
• easy, inexpensive, and fun to implement!

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As much as possible, the ideas presented will be
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Evidence-based practice

• Requires an integration of best research evidence
  for clinical procedures with sound judgment and
  clinical expertise (Roseberry-McKibbin Hegde,
  2006).
• Means that as much as possible, we as clinicians
  should use only those procedures that are
  supported by research.

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We need to understand evidence-based practice
strategies to use with ELL students because

• According to the U.S. BOC 2000, during the 1990s
• The Hispanic population increased by 58
• The Asian population increased by 48
• The Native American, Pacific Islander, and Alaska
  Native population increased by 35
• The African American population increased by 16
• In the last 20 years, the non-Hispanic White
  population grew by 7.6
• Clearly, our diversity in the schools is
  increasing greatly in the 21st century.

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The ideas presented in this lecture will be
applicable to a range of settings, including

• Speech-language therapy pull-out rooms
• Self-contained special education classrooms
• General education classrooms

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You are encouraged to

• Share these ideas with general education teachers
  as much as possible
• Help general education teachers to understand
  that the more they help us implement the ideas
  presented, the faster our ELL students will
  progress!

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II. LANGUAGE-LEARNING DISABILITIES IN ELL STUDENTS

• A. Legal Considerations
• The IDEA (Individuals with Disabilities Education
  Act, 2004) states that students who speak a
  second language must be assessed in both the
  primary (first) language and English
• These students must show delays in BOTH the
  primary language and English in order to be
  diagnosed as having LLD (language-learning
  disability).
• An ELL student has a true LLD if he experiences
  difficulties learning in BOTH languages
• A LLD affects the students ability to learn any
  language

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• The student with age-appropriate L1 skills and
  low scores in English is NOT LLD and is not a
  candidate for special education
  (Roseberry-McKibbin, 2002).
• We must make teachers and administrators aware of
  the difference between a student with normal
  underlying language learning ability who needs
  more time and exposure to English (non special
  education) and the student who is truly LLD
  (qualifies for special education).

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There is increased focus on diverse students in
our schools

• English language learners now represent 9.6 of
  all students enrolled in public pre-kindergarten
  through grade 12 classes in the U.S. 67 of
  these students are enrolled at the elementary
  school level (Coltrane, 2003)
• The No Child Left Behind Act (2001) has put
  strong emphasis on achievement for low-income,
  diverse, and English language learner students

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Silliman, Wilkinson, Brea-Spahn, (2004) stated
that

• The sharp increase in enrollment in American
  public schools coexists with a crisis of
  illiteracy in America, which is particularly
  regrettable given the changed sociodemographic
  characteristics of American classrooms.
• A growing achievement gap exists among minority
  and nonminority students, those from poorer
  versus richer families, those whose native
  language is English, in contrast to those whose
  first language is not English, and those
  identified for special services versus those in
  regular education

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No Child Left Behind
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Individuals with Disabilities Education Act (IDEA
2004)
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There is a special focus
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The law also emphasizes
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B. Choosing the Language of Intervention

• When an ELL student is placed into
  speech-language therapy, a major consideration is
  the extent to which the students first language
  (L1) and English will be used in therapy.
• There are several factors to be considered when
  this decision is being made (Brice
  Roseberry-McKibbin, 1999 Genesee, Paradis,
  Crago, 2004 Roseberry-McKibbin, 2007).
• First, what is the level of the students
  proficiency in L1 and English? Proficiency levels
  can be obtained by testing language proficiency
  in both languages and by observing the students
  language usage in functional speaking contexts.
• Some researchers recommend that it the student is
  dominant (more proficient) in L1, it is best to
  conduct intervention in L1 (Goldstein, 2000
  Kayser, 2002 Perozzi Sanchez, 1992).
• It is especially beneficial to introduce new
  concepts in L1 first and reinforce them in
  English. Research shows that when a concept has
  been acquired in L1 first, it is usually easier
  to learn it in English (Perozzi Sanchez, 1992
  Kiernan Swisher, 1990).

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Kohnert and Derr (2004) stated that
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Gutierrez-Clellen 1999, p. 129, stated that

• the literature in bilingual education over the
  last two decades suggests that children who are
  learning 2 languages may benefit from a bilingual
  approach in intervention. None of the studies
  designed to prove to the contrary have been able
  to show that an English-only approach is
  superior. The research clearly shows that
  mediation in the native language does not slow
  development or learning of a second language.
  There is no evidence that a bilingual approach in
  intervention would confuse or tax the learning
  abilities of children with disabilities.

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A second factor to be considered in deciding the
language of intervention is
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A third factor impacting our choice for the
language of intervention is
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The ideal is often not attainable

• Most of us are monolingual English speakers
• We serve students from a variety of linguistic
  backgroundsfor example, as previously stated, in
  my school district, students represent 80-90
  different languages
• Given that we may be forced to provide therapy in
  English in the absence of personnel to conduct
  intervention in L1 as well as in English, we can
  combine theory, research, and practice from ESL
  and speech-language pathology to provide
  appropriate intervention in English
  (Roseberry-McKibbin, 2001).
• Again, this is less than ideal and SLPs are
  strongly encouraged to utilize the support of
  bilingual personnel to provide bilingual
  intervention whenever possible.

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III. CREATING A CLIMATE OF ACCEPTANCE
INCORPORATING MULTICULTURAL MATERIALS AND
STRATEGIES INTO SPECIAL AND GENERAL EDUCATION
SETTINGS
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Use maps of the U.S. and the world. I ask my
students where their ancestors are from, and if
they know this information, we find their
countries of origin on a globe. This helps foster
cultural and ethnic pride as well as geographic
knowledge.
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Show interest in students home countries,
languages, and cultures.

• If students have lived in another country prior
  to coming to the U.S., or if they immigrate back
  and forth between their country and the U.S., I
  ask them questions about their home countries.
• I also ask them to teach me some words in their
  languages. It is humbling for me, and students
  love being the teacher!
• Try to convey the belief that it is cool to
  speak a different language and to have lived in
  another country. Some students feel inferior
  about being bilingual and biculturalwhat a
  shame! Being bilingual and bicultural is special,
  and I try to convey to students that as adults in
  the workforce, they will be especially desirable.

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Make sure that students know you are there for
them

• Emphasize to students that you want to help them
  succeed.
• Give students special attention when possible.

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Encourage development and maintenance of the
first or primary language
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Make sure the environment represents diversity

• Display objects and pictures representing various
  cultures.
• Create classroom bulletin boards that show
  diversity.
• Provide books written in different languages.
• Use intervention materials that represent various
  cultural and linguistic groups.

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We can also incorporate multiculturalism by

• Inviting speakers from various cultural groups to
  come and share their languages and experiences
  with students
• Giving students opportunities to study their
  primary language and culture.
• Giving all students sustained exposure to
  multicultural activities

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Other ways to incorporate multiculturalism

• i

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Ask parents to come and visit

• They can wear native country dress, and talk
  about their cultures and customs.
• For example, at my sons school, the Japanese
  grandma of one of his classmates did a Japanese
  dance.
• Parents can share food and recipes (Tabors,
  1997). One mother taught a preschool class how to
  use chopsticks, and chopsticks are now part of
  the play kitchen.

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Both mainstream and culturally and linguistically
diverse students benefit when

• Culturally and linguistically diverse materials
  and activities are an integral part of
  speech-language therapy activities and the
  curriculum of the general education classroom

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IV. STRATEGIES FOR MODIFYING THE PHYSICAL AND
LINGUISTIC ENVIRONMENT FOR ELL STUDENTS WITH LLD
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1. Limit clutter and distractions in the
environment
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2. Do not give important information when the
room is noisy.

• Students often have difficulty with figure-ground
  ability, or the ability to pick out the
  professionals voice from other auditory stimuli.
• Even typically-developing ELL students may have
  extra difficulty if there is a poor
  signal-to-noise ratio and the teacher is speaking
  rapidly using decontextualized language that is
  so typical of classrooms.

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Listening conditions in the classroom need to be
favorable.
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3. Make good seating arrangements in classroom
settings
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4. Use Preparatory Sets

• Always begin an activity or therapy session with
  a preparatory set
• Help teachers to do this in the classroom
• Make sure the students know what is ahead
• For example We will do the calendar, math, and
  then clean up and go to recess. Socalendar,
  math, and recess.
• In this way, students know the layout and are
  prepared for what will follow.

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5. Slow down your rate of speech.
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6. Do a great deal of reviewrepeat information
and rephrase it.

• It is estimated that the average, monolingual
  English-speaking adult forgets 95 of what he
  heard within 72 hours of hearing it.
• ELL students with LLD benefit from hearing
  information repeated and reviewed often.
• Rephrasing is helpful. For example
• There are 9 planets in the solar system. The
  earth is one of the planets closest to the sun.
  The earth, one of 9 planets in the solar system,
  is close to the sun.

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7. Emphasize content words through increased
volume and stress.
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8. Give extra processing time.
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9. Use a multimodal approach to instruction and
intervention.

• Students need to see, hear, and touch in order to
  fully learn and retain material.
• In the U.S., we rely heavily on the auditory
  modality. We expect students to hear things once
  and remember them.
• ELL students with LLD benefit from such learning
  enhancements as gestures, facial expressions,
  pictures, maps, objects, and diagrams to
  accompany what they are hearing.

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Do you like this PowerPoint background with the
childs hand prints?

• I do! Its cute!
• However, are you somewhat distracted by the
  amount of detail in this particular Powerpoint
  background?
• I am!
• This is one example of the overload experienced
  by our ELL students with LLD. They experience
  overloadboth visual and auditory.
• By modifying the physical and linguistic
  environment, we reduce students overload,
  leaving them free for learning.

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• V. INTERVENTION AND INSTRUCTIONAL STRATEGIES FOR
  PULL-OUT THERAPY AND GENERAL EDUCATION SETTINGS

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There are a number of strategies that can be used
successfully in therapy rooms and general
education classrooms with ELL students with LLD.

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Teach names for common objects in the classroom
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Focus on communication of meaning grammatical
correctness can come later.
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We can also use the technique of focused
stimulation to provide correct language models

• For example, a student may consistently omit
  plural s (e.g. I see 2 horse.)
• We can play a game with a farm where we
  repeatedly model plural s. We might say Look,
  there are 3 horses and 4 cows. OhI see two pigs
  and several dogs too! The farmer is carrying two
  buckets of water, opening the farm doors, and
  taking the buckets of water to the animals. I
  wonder if he will find the eggs that the chickens
  laid.
• In this way, students receive repeated models of
  the correct form without being interrupted in
  their attempts to communicate meaning.

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Use computers with students

• Some ELL students with LLD can benefit from
  computer programs that teach language content and
  form. Computers are fun for many students.
• Several excellent websites for vocabulary,
  phonological awareness, literacy, and academic
  skills are
• www.starfall.com
• www.primarygames.com
• www.enchantedlearning.com
• The above websites offer free games and materials
  that can be available to students in their homes
  as well as at school.
• Earobics (Cognitive Concepts, 1997-2003) are
  commercially available software programs that are
  graded to students individual levels. The
  computer programs teach phonological awareness
  skills and keep track of the progress of each
  individual student. Students can work on the
  programs at their own pace. Students love
  Earobics because the games are fun, colorful, and
  have music and animation.
• For older students with writing/fine motor
  coordination problems, word processing can be an
  excellent option because students can freely
  express their ideas without the tedium of
  handwriting (Roseberry-McKibbin, 2007).

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Recruit primary language tutors and aides to
support student in L1. Possible sources

• Local high schools and universities often have
  clubs and foreign language programs whose
  students are willing to work with younger
  students from the same language background.
• Many multicultural churches appreciate the
  opportunity to reach out to their communities by
  providing services in L1. For example, in my
  area, we have Russian, Romanian, Korean, and
  Chinese churches whose members are willing to
  tutor students at no cost.
• Bilingual members of some service clubs (e.g.,
  Lions Club, Rotary Club) are often willing to
  tutor students whose first language is not
  English.

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Use music and songs
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Prepare a multicultural calendar
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Have the students

• Engage in drama and role-playing activities in
  order to encourage expressive language and social
  interaction skills.
• Costumes and puppets help if they are shy!

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Students can also be taught to
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With regard to notetaking, students often need to
be explicitly taught to
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For example, students can underline or highlight
the key/content words in sentences.

• The weather is hot in the summer.
• Abraham Lincoln was a president of the United
  States.
• Many people think that dogs are mans best
  friend.
• When they learn to do this, they can then be
  taught to take notes, writing down just the
  key/content words.

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Use visualization to help students form pictures
of information that they read or hear.
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I have found that
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Use Total Physical Response (TPR)

• Clinician touch your chin (clinician alone does
  this)
• Clinician touch your chin (clinician and
  children do this together)
• Clinician touch your chin (children alone carry
  out the command)

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TPR is an excellent strategy especially for LLD
students who are in the early stages of learning
English

• If

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USING QUESTIONS APPROPRIATELY DURING
INSTRUCTIONAL ACTIVITIES

• Check comprehension frequently throughout the
  therapy session. We often check students
  comprehension at the end of a therapy session
  many ELL students with LLD need for us to
  continually monitor their comprehension. There
  are several ways to do this.
• Ask for a brief summary of what was just said. I
  ask students to Be the teacher and tell me what
  I just said/read.
• Ask students to express opinions about what they
  hear/read. In many cultures, children are to be
  seen and not heard. But mainstream schools expect
  students to express opinions, and we can help
  students adjust to this school expectation by
  asking them for their opinions and helping them
  express themselves.
• Ask students to speculate and expand upon
  information. It is especially helpful to ask
  students to predict what might happen.

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We can avoid questions that clash with students
cultural styles

• For example, in the U.S., we often say things
  like Any questions? or Did everyone understand
  that?
• However, in many cultures, students are taught
  that it is disrespectful to question authority.
  It is considered impertinent to indicate that one
  has not understood what the teacher has said.
• Thus, instead of asking direct questions such as
  those above, we can use the comprehension check
  strategies described in the previous slide.

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We need to coordinate with the classroom
curriculum
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VI. DEVELOPING VOCABULARY SKILLS
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For example, if I have students from a classroom
where they are learning about the ocean and
marine life

• I use materials about the ocean and marine life
  as part of my therapy session.
• In this way, students are getting classroom
  vocabulary and concepts reinforced.

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New words need to be learned in context
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For example, if they are learning about horses,
its ideal to actually see and touch one
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If concrete experiences are not available
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We can ask students to describe pictures and give
word definitionsthese skills are predictive of
success in literacy and school achievement
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If students draw pictures of new words they are
learning.
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WHEN TEACHING VOCABULARY

• PRESENT RECEPTIVE ACTIVITIES FIRST
• Follow these by carefully hierarchically
  sequenced expressive activities
• This is especially helpful for early-stage ELL
  students because it does not demand that they
  speak right away. These students are given
  verbal space by being able to respond initially
  through such means as pointing, nodding, etc.

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VOCABULARY TEACHING HIERARCHY FOR ELL LLD STUDENTS

• Here is an example of a vocabulary hierarchy of
  IEP goals and objectives, beginning with
  receptive activities and progressing very
  gradually to expressive activities and finally to
  written language. This sample unit is used
  expressly with permission fromRoseberry-McKibbin
  , C. (2001). The Source for Bilingual Students
  with Language Disorders. East Moline, IL
  LinguiSystems.

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VOCABULARY TARGET SCHOOL ITEMSAnnual Goal The
student will demonstrate increased receptive and
expressive vocabulary skills.

• Short term objective 1 When the clinician
  verbally gives school item target vocabulary
  words, the student will point to pictures of
  these items with 80 accuracy.
• Clinician Marisol, point to pencil.
• Student Points to the pencil.

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Short term objective 2

• When the clinician holds up a picture and says
  Is this a(n) ____? the student will verbally or
  nonverbally indicate yes or no with 80 accuracy.
• Clinician Is this a desk?
• Student Verbally or nonverbally indicates yes or
  no.

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Short term objective 3

• When the clinician gives a 1-2 sentence verbal
  description of a target word/concept and gives
  the student 2 choices of answers, the student
  will verbally supply the correct answer with 80
  accuracy.
• Clinician Listen. This is usually made of wood
  and has an eraser. Students write with it. Is it
  a pencil or a crayon?
• Student Pencil.

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Short term objective 4

• When shown pictures of school item target
  vocabulary words, the student will give verbal,
  one-word labels with 80 accuracy.
• Clinician (shows a picture of a book) Anak,
  whats this?
• Student Book.

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Short term objective 5

• When asked to verbally list 3-5 items in a given
  category, the student will do so with 80
  accuracy.
• Clinician Lisa, tell me the names of four
  different things we find in a classroom at
  school.
• Student Scissors, pencils, crayons, desks.

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Short term objective 6

• When asked to define a target vocabulary word,
  the student will give a 5 word verbal
  description with 80 accuracy.
• Clinician Mario, what is a playground?
• Student It is a large outside place at a
  school where students play.

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Short term objective 7

• When given a school item target vocabulary word,
  the student will use the word in a sentence with
  80 accuracy.
• Clinician Carlo, please use the word paper in a
  sentence.
• Student We write all our assignments on paper.

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If students are old enough to read and write.

• You can then work hierarchically through
  objectives 8, 9, and 10
• For younger children who do not yet read or
  write, it is enough to work through objectives 1-7

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Short term objective 8

• When presented with a paragraph or word list
  containing the school item target vocabulary
  word, the student will find and read the word out
  loud with 80 accuracy.
• Clinician Josefina, look at this story. Please
  find the word desk, and read the word to me after
  you find it.
• Student Finds the word desk and reads it aloud.

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Short term objective 9

• When asked to spell a target vocabulary word, the
  student will spell the word out loud with 80
  accuracy.
• Clinician Jaime, please spell the word
  teacher.
• Student Spells the word aloud.

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Short term objective 10

• When given a target vocabulary word, the student
  will write a sentence containing the word with
  80 accuracy.
• Clinician Estera, please write the word bus in
  a sentence.
• Student Writes a sentence containing the word
  bus.

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Note

• Some students struggle so much with
  writingespecially spelling--that in order to
  save time, I have them verbally tell me the
  sentence they want to write. I write the sentence
  on an erasable white board and they copy it.
• In this way, they cement the vocabulary word
  even more firmly into their minds. They also get
  to practice writing words out correctly. In
  addition, they practice the important skill of
  sentence formulation.
• When possible, I have classroom teachers give me
  lists of spelling words the class is working on
  that week. I try to incorporate these words into
  therapy as much as possible. The children benefit
  greatly, and teachers love it!

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• VII. SPECIFIC STRATEGIES FOR PRESCHOOL ELL
  CHILDREN WITH LLD

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A. Increasing Oral Language Skills in Preschool
ELL Children with LLD

• Research shows that even children as young as 3
  years of age reject peers whom they perceive as
  different (Rice, Sell, Hadley, 1991 Tabors,
  1997 Weiss, 2002).
• Thus, a major goal for ELL preschoolers with LLD
  is to successfully interact socially with their
  peers.

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With ELL preschool children who are LLD

• These children face the challenge of learning to
  successfully interact with peers in a language
  that is unfamiliar to them. If these children
  have a LLD in addition to not speaking English,
  they have double jeopardy.

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How do we help ELL preschoolers with LLD succeed
in preschool/daycare settings?
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Researchers such as Genesee et al. (2004), Tabors
(1997), and Weiss (2002) have recommended the
following
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Specific Suggestions
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Tabors (1997) coordinated the Harvard Language
Diversity Project, a research activity of the New
England Quality Research Center on Head Start

• Tabors research yielded some excellent,
  practical, evidence-based strategies for
  providing additional support to ELL preschool
  children.
• Tabors recommended that teachers give children
  some immediate, routine phrases to use to
  initiate conversation with peers.
• If an ELL child with LLD can be taught such
  words/phrases as Hi Hows it going? Can I
  play?, they immediately open themselves up to
  more language exposure and interaction with
  other children.

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Another practical strategy
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Tabors and her Harvard colleagues also
recommended that

• Adults give the preschoolers a great deal of
  verbal space for the first few weeks.
• In the Harvard project, the teachers welcomed the
  children and smiled at them, but they did not
  overwhelm them by issuing directives (unless
  necessary) or calling on them too much during the
  first few weeks.
• When the teachers did eventually begin addressing
  the children directly, they doubled the message
  by accompanying their words with a gesture,
  action, or directed gaze.
• This redundance enhanced the childrens
  comprehension of what the teachers were saying,
  and increased the childrens confidence.

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One of the most helpful things for the preschool
children.
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Another successful strategy that helped the ELL
preschoolers fit into the group faster and
socialize more
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To include parents of ELL preschoolers.

• Teachers allowed them to volunteer for simple
  tasks such as pouring juice and cleaning up the
  paint areathese tasks required little-no
  knowledge of English.
• They also had parents demonstrate a skill or
  talent such as cooking a native dish for all the
  children, performing a folk dance in a native
  costume, and others.
• Parents felt included and were even more
  supportive of teachers efforts.

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B. Increasing Literacy Skills
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Begin with phonological awareness

• Phonological awareness is the ability to
  consciously reflect on and manipulate the sound
  system of a language.
• It is foundational to success in reading,
  writing, and spelling (Goldsworthy, 2003).
• Preschoolers who are ELL and have LLD especially
  need to develop phonological awareness skills
  (Roseberry-McKibbin, 2007).

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Use the following hierarchy
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Other ideas include
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We can also

• Use stories with Rebus-style pictures and ask
  students to read the pictures
• Read a familiar story or poem and have students
  fill in missing words

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If books are read many times..
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• Researchers caution that some children may not be
  motivated to read. This can be due to lack of
  exposure to books in the home, lack of desire to
  sit still and focus, and other variables.
• Thus, it is extremely important for professionals
  to make reading books motivating and enjoyable.

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Ideas to make book reading enjoyable and
motivating include
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Professionals can use books that
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And we know that we should encourage caregivers
to read, read, read!
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Written Language Attainments Preschool Period

• We need to be sure that before they enter
  kindergarten, our preschool students can

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If preschool ELL students with LLD receive
comprehensive support in oral and written
language skills.

• They will be far more successful in elementary
  school and beyond.

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VIII. WORKING WITH ELEMENTARY-AGED AND ADOLESCENT
STUDENTS ENHANCING LITERACY SKILLS
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Many SLPs do not view literacy as something that
is our job. Many of us in public schools work
with students who have oral language problems,
and literacy is viewed as the province of other
professionals such as Resource Specialists.

• However, ASHA (2004) has been increasingly
  emphasizing the role of the SLP in supporting
  students with written language problems.
• ELL students with LLDs are particularly
  vulnerable to written language difficulties
  because 1) written materials are in their second
  language of English, and 2) their LLD often makes
  written language difficult.

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There are many easy, simple, inexpensive
activities that SLPs can incorporate into therapy
to provide additional support to these
students. In this section, we shall discuss
some of these activities that cost practically
nothing and potentially make a big, positive
difference for ELL students with LLD

• .

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A. SUPPORTING ELL STUDENTS WITH

• WRITING, FINE MOTOR, TRACKING, AND SPELLING
  PROBLEMS

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Writing can be difficult

• Today in the U.S., most special education
  referrals involve students who have difficulty
  with writing.

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Students may have difficulty because
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Teachers assume that

• Children come to school ready for paper-pencil
  tasks they should start writing immediately
• In fact, many are not ready and need to do
  activities like painting and playing with clay
• In todays kindergartens, there is no time for
  this children are asked to write before they are
  ready

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Handwriting without Tears

• Is a multisensory, developmental approach that is
  virtually 100 successful.
• It is excellent for ELL children it is very
  visual and tactile
• It is also good for children who are left-handed,
  who reverse their letters, and who have
  difficulty forming their letters.
• www.hwtears.com

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• There are many simple, inexpensive activities
  that can be used to help children who have
  difficulty with writing and fine motor skills

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These include
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B. READING CHARACTERISTICS OF STUDENTS WITH
LEARNING DISABILITIEScompared to similar ELL
peers

• Poor reading habits
• move head jerkily from side to side
• hold book too close to face
• show insecurity, tension re reading
• frequently lose their place

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Comprehension errors--difficulty with

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Word recognition errors

• slow, laborious reading
• reversing words (not?ton saw?was)
• reversing letters (b ? d)
• not breaking down an unfamiliar word into
  familiar units to figure it out
• mispronouncing words (e.g., hall is read as
  hill)
• omitting words

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Other characteristics include

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SUPPORTING STUDENTS WITH VISUAL TRACKING AND
SPELLING PROBLEMS
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For students with spelling problems
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• C. Enhancing Reading Comprehension Skills

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As we have said, reading is difficult for ELL
students with LLD

• Academic materials are written in their second
  language of English
• The LLD often makes reading difficult

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We Can Teach Basic Sight Words

• The of and a
• To in you is
• That it at he
• For on are as
• With his they be

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PREVIEW-VIEW-REVIEW APPROACH

• Use classroom textbooks to teach students this
  approach
• This helps teach class curriculum content and
  enhance reading skills

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BEGIN WITH PREVIEW

• 1.
• 2.
• 3.
• 4.

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VIEW THE CHAPTER

• 1.
• 2.
• 3.

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• 4.
• 5.
• 6.

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Help the student visualize what is being read
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REVIEW

• 1.
• 2.
• 3.

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Also review by

• 4.
• 5.
• 6.
• 7.

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D. Special Considerations for Older Students with
Reading Difficulties
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One difficulty many professionals experience is
that

• By the time students with reading problems reach
  adolescence, they are turned off to reading
  because it is so difficult for them

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Nippold et al 2005

• Studied the free-time preferences and leisure
  activities of older children and adolescents.

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They found that
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They also found that
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Nippold et al. 2005 said that
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Nippold et al. suggested that professionals can

• 1.

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And lastly
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Again, SLPs can incorporate these ideas.

• To support ELL students with LLD of all ages as
  they learn to read, write, and spell.

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IX. INCREASING FAMILY INVOLVEMENT IN STUDENTS
LEARNING
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Some educators tell parents to speak only
English at home

• Because they believe that an ELL child with a LLD
  will be confused by a dual language environment.
• However, children with LLD can and do learn 2
  languages effectively.

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If a child is cut off from his home language

• This can decrease his ability to communicate with
  family members this leads to relationship
  problems.
• Cutting off a childs home language can also
  alter his ethnic identify, and limit his
  educational and career opportunities.

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I tell parents
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Here in the U.S., we as professionals routinely
expect families to be involved in their
childrens learning.

• However, in some cultures, families believe that
  school and related activities are the
  responsibility of professionalsfamilies should
  not interfere.
• Thus, families may be offended at being asked to
  participate in educational decisions, carryover
  activities, etc. because these things are not
  their job. Education of children is the job of
  professionals. Raising children and providing
  discipline is the job of the family!
• In these cases, we can utilize the services of
  cultural mediators to help families realize that
  in the U.S., they are expected to be an integral
  part of the educational team.
• A cultural mediator is a person from the familys
  cultural and linguistic background who acts as a
  go-between.

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Remember that in some cultures
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We can help families become more involved in
their childrens learning and schooling

• We can meet with parents at the school site or
  conduct home visits.

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We can help parents understand what U.S. schools
expect of them and their children

• It is helpful if they can volunteer in the
  classroom.

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Parents and students need to understand basic
school routines.
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Remember that some parents are non-literate in
English

• Send home wordless books that parents and
  children can look at together and discuss.

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Encourage students to read to their parents in
English
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Help parents find out

• About local adult literacy services and English
  classes.

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Many families are surviving
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Invite parents to the school

• To share recipes, talk about their countries, or
  even teach a language lesson.

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Help parents understand the relevance of talking
to infants and small children
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In many cultures, infants and young children are
not considered conversational partners
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Lastly, emphasize childrens good qualities.
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Woods, J. (March 25, 2008 ASHA Leader)

• Providing Early Intervention Services in Natural
  Environments (title of article)
• http//tactics/fsu/edu/
• This website describes intervention based on
  family-guided routines it offers may practical
  and research-based resources

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Woods (2008) recommended
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Kohnert (2008)
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Response to Intervention (RTI)
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In the old days we had.

• Regular education in the classroom
• OR ?
• Special education with an IEP

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Now more schools across the U.S. are implementing
RTI

• Regular education classroom (Tier 1)
• ?
• Noncategorical, nonspecial education
  interventions (after-school math and/or reading
  academy REWARDS reading program, etc.) (Tier 2)
• ?
• Special education with IEP (Tier 3)

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This is partially in response to No Child Left
Behind and IDEA 2004

• Idea 2004 especially emphasizes intervention for
  reading in the early grades to prevent problems
  later on