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Code-Switching and Language Proficiency in Bilingual Children with and Without Developmental Language Disorder.
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In: Speech and Hearing Sciences Faculty Publications and Presentations (2021)
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| 2 |
Code-Switching and Language Proficiency in Bilingual Children With and Without Developmental Language Disorder
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In: J Speech Lang Hear Res (2021)
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| 3 |
Culturally and Linguistically Responsive Mathematics Instruction for English Learners in Multitiered Support Systems: PLUSS Enhancements
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In: Special Education Faculty Publications and Presentations (2020)
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Abstract:
This study examined the impact of linguistic and cultural enhancements to evidence-based mathematics instruction within a multitiered support system for English learners. The study employed a single subject changing criterion design for four fourth-grade students who were English learners with or at risk of a learning disability diagnosis in mathematics. Dual dependent variables were mathematics vocabulary acquisition and application in story problems. Student performance on identifying the correct mathematics vocabulary words when given the definition was measured across baseline and four phases of intervention. Students were also assessed on their ability to complete story problems that contained the target vocabulary. At each phase of the intervention, students showed an increase in performance on both vocabulary words correctly identified and story problems correctly completed. Implications for practice and future directions for research are discussed.
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Keyword:
and Multicultural Education; Bilingual; Multilingual; Science and Mathematics Education; Special Education and Teaching
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URL: https://pdxscholar.library.pdx.edu/sped_fac/36
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| 4 |
Disentangling Language Differences from Disability: A Case Study of District-Preservice Collaboration
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In: Journal of Multilingual Education Research (2016)
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| 5 |
Multi-tiered Support Systems and Special Education Models for English Learners
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In: Education Faculty Publications and Presentations (2014)
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| 6 |
Response to Intervention for English Learners: Big Ideas and Myth Busters
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In: Education Faculty Publications and Presentations (2013)
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| 7 |
Enhancing Instruction for English Learners in Response to Intervention Systems: The PLUSS Model
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In: Education Faculty Publications and Presentations (2012)
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| 8 |
RTI for English Language Learners: Appropriately Using Screening and Progress Monitoring Tools to Improve Instructional Outcomes
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In: Education Faculty Publications and Presentations (2011)
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| 9 |
Ethics, Equity, and English-Language Learners: A Decision-Making Framework
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In: Education Faculty Publications and Presentations (2010)
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| 10 |
BiSped: Filling a Critical Shortage Area
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In: Education Faculty Publications and Presentations (2010)
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| 11 |
Partnerships to Recruit and Prepare Bilingual Teachers
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In: Education Faculty Publications and Presentations (2008)
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| 12 |
The Use and Interpretation of the Batería III With U.S. Bilinguals
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In: Dissertations and Theses (2008)
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| 13 |
A Cultural, Linguistic, and Ecological Framework for Response to Intervention With English Language Learners
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In: Education Faculty Publications and Presentations (2008)
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| 14 |
Highly Qualified Minority Teachers: Do High-Stakes Teacher Tests Weed Out Those We Need Most?
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In: Education Faculty Publications and Presentations (2005)
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