EDUCATING ENGLISH LANGUAGE LEARNERS: A SYNTHESIS OF RESEARCH EVIDENCE; FRED GENESEE...ET AL

The Book Provides An Extensive Review Of Scientific Research On The Learning Outcomes Of Students With Limited Or No Proficiency In English In U.s. Schools. Research On Students In Kindergarten Through Grade 12 Is Reviewed. The Primary Chapters Of The Book Focus On These Students' Acquisition Of Oral Language Skills In English, Their Development Of Literacy (reading And Writing) Skills In English, Instructional Issues In Teaching Literacy, And Achievement In Academic Domains (i.e., Mathematics, Science, And Reading). The Reviews And Analyses Of The Research Are Relatively Technical With A Focus On Research Quality, Design Characteristics, And Statistical Analyses. The Book Provides A Unique Set Of Summary Tables That Give Details About Each Study, Including Full References, Characteristics Of The Students In The Research, Assessment Tools And Procedures, And Results. A Concluding Chapter Summarizes The Major Issues Discussed And Makes Recommendations About Particular Areas That Need Further Research.--jacket. Oral Language / W. Saunders And G. O'brien -- Literacy : Crosslinguistic And Crossmodal Issues / C. Riches And F. Genesee -- Literacy : Instructional Issues / F. Genesee And C. Riches -- Academic Achievement / K. Lindholm-leary And G. Borsato -- Conclusions And Future Directions / F. Genesee ... [et Al.]. Fred Genesee ... [et Al.]. Includes Bibliographical References And Index. Cover......Page 1 Half-title......Page 3 Title......Page 5 Copyright......Page 6 Contents......Page 7 List of Tables......Page 9 Preface......Page 11 1 Introduction......Page 13 program alternatives for ells......Page 15 methodology for the review......Page 18 Phase 2: Literature Searches and Quality Indicators......Page 19 Phase 3: Synthesis of Research......Page 21 organization of the volume......Page 22 References......Page 23 Journals Searched......Page 24 Federal Research Centers Technical Reports Searched......Page 25 introduction......Page 26 Specific Features of L2 Oral Language Development......Page 27 Language Learning Strategies......Page 31 Personality and Social Factors......Page 33 Rates of Oral Language Proficiency Development......Page 35 Language Use and L2 Oral Development......Page 39 non-school factors......Page 43 assessment......Page 46 conclusions......Page 51 References......Page 54 appendix to chapter 2......Page 58 introduction......Page 76 theoretical background......Page 77 l1 oral proficiency and l2 literacy......Page 79 l2 oral proficiency and l2 literacy......Page 81 Phonological Awareness......Page 85 Orthographic Knowledge......Page 86 Cognate Vocabulary......Page 87 Effects of L1 Literacy on L2 Literacy Development......Page 89 L1 and L2 Literacy Strategies......Page 91 Other Issues: Text Types and Genre......Page 92 conclusions......Page 94 References......Page 96 appendix to chapter 3......Page 100 instructional approaches......Page 121 Direct Instruction......Page 123 Interactive Instruction......Page 128 Process Approaches......Page 133 Methodological Considerations......Page 136 language of instruction......Page 138 family and community......Page 143 SES and Literacy Development......Page 144 Family Literacy Practices......Page 145 L1 Use at Home......Page 146 assessment......Page 148 conclusions......Page 151 References......Page 155 appendix to chapter 4......Page 161 introduction......Page 188 Comparative Evaluation Studies......Page 189 Descriptive Studies......Page 197 Other Program Factors......Page 198 language influences on academic achievement......Page 200 instructional issues......Page 202 Socioeconomic Status......Page 205 Length of Residence in United States and Amount of Schooling Prior to Entering U.S. Schools......Page 206 Prior Knowledge......Page 207 Assessment Issues......Page 208 conclusions......Page 212 References......Page 217 appendix to chapter 5......Page 224 Role of ELLs’ First Language......Page 235 Instructional Approaches......Page 236 Time......Page 237 future directions......Page 238 Developmental Research......Page 240 Learners......Page 241 Classrooms......Page 243 References......Page 245 Appendix A: Definitions of Abbreviations in Research Summary Tables......Page 247 Index......Page 251 The book provides the first and only review of scientific research on the learning outcomes of students with limited or no proficiency in English in U.S. schools. Research on students in kindergarten to grade 12 is reviewed. The primary chapters of the book focus on these students' acquisition of oral language skills in English, their development of literacy (reading & writing) skills in English, instructional issues in teaching literacy, and achievement in academic domains (i.e., mathematics, science, and reading). The reviews and analyses of the research are relatively technical with a focus on research quality, design characteristics, and statistical analyses. The book provides a unique set of summary tables that give details about each study, including full references, characteristics of the students in the research, assessment tools and procedures, and results. A concluding chapter summarizes the major issues discussed and makes recommendations about particular areas that need further research. Research on students in kindergarten to grade 12 is analyzed to provide this review of scientific research on the learning outcomes of students with limited or no proficiency in English in U.S. schools. The primary chapters of the book focus on these students' acquisition of oral language skills in English, their development of literacy (reading & writing) skills in English, instructional issues in teaching literacy, and achievement in academic domains (i.e., mathematics, science, and reading). The book provides a unique set of summary tables that supply details about each study. This book provides a comprehensive summary and analysis of research conducted during the last 20 years on the oral language, literacy, and academic development of English language learners in kindergarten to grade 12 in the U.S.A