Response to Interventions: Implications for Spanish Speaking English Language Learners - 1 views

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  #1 shelybodine on 12 Nov 18

   

  Week 8: Michele, Ericka and Spencer)
  This article was retrieved using a search on Diigo. It can be accessed using this link http://www.rtinetwork.org/learn/diversity/response-response-response-implications-for-spanish-speaking-english-language-learners
  In the article, Elsa Hagan provides the reader with insight inresponse ways ELA teachers can improve reading levels of their Spanish-Speaking ELL students. Currently, there is a 29% gap in reading level with Spanish-Speaking ELL students when compared response other ELL students. response help bridge the gap, strategies need response be utilized. One involves the use of response-response-response (RTI) model response aid in moniresponsering the individual progress of all ELL students with an extra emphasis placed on the Spanish-Speaking students in the program. This will involve continuous moniresponsering of the Spanish-Speaking ELL students response ensure they are receiving the appropriate response strategies for their current level. Along with using RTI, the author indicates that a Phonological Awareness is needed. By aiding the ELL students ability response "process and manipulate" the sounds of the English language, their ability response read and comprehend information in English will improve. While this article was intended more for ESOL course teachers, the information provided can be utilized with all educaresponsers who have an ELL student in their class. The article identified that the Spanish language only has approximately 22 sounds where the English language has double the number of sounds. response aid in the improvement of reading in ELL students, we as non-ESOL class teachers, can exchange text that will be a lower reading level but still mean the same.
  
  Reference:
  
  Hagan, E. (2010) response response response: implications for spanish-speaking english language learners. Retrieved on October 30, 2018 from http://www.rtinetwork.org/learn/diversity/response-response-response-implications-for-spanish- speaking-english-language-learn

   

  <div class="cArrow"> </div><div class="cContentInner">Week 8: Michele, Ericka and Spencer) <br /> This article was retrieved using a search on Diigo. It can be accessed using this link <a rel="nofollow" target="_blank" href="http://www.rtinetwork.org/learn/diversity/response-response-response-implications-for-spanish-speaking-english-language-learners">http://www.rtinetwork.org/learn/diversity/response-response-response-implications-for-spanish-speaking-english-language-learners</a> <br /> In the article, Elsa Hagan provides the reader with insight inresponse ways ELA teachers can improve reading levels of their Spanish-Speaking ELL students. Currently, there is a 29% gap in reading level with Spanish-Speaking ELL students when compared response other ELL students. response help bridge the gap, strategies need response be utilized. One involves the use of response-response-response (RTI) model response aid in moniresponsering the individual progress of all ELL students with an extra emphasis placed on the Spanish-Speaking students in the program. This will involve continuous moniresponsering of the Spanish-Speaking ELL students response ensure they are receiving the appropriate response strategies for their current level. Along with using RTI, the author indicates that a Phonological Awareness is needed. By aiding the ELL students ability response "process and manipulate" the sounds of the English language, their ability response read and comprehend information in English will improve. While this article was intended more for ESOL course teachers, the information provided can be utilized with all educaresponsers who have an ELL student in their class. The article identified that the Spanish language only has approximately 22 sounds where the English language has double the number of sounds. response aid in the improvement of reading in ELL students, we as non-ESOL class teachers, can exchange text that will be a lower reading level but still mean the same. <br /> <br /> Reference: <br /> <br /> Hagan, E. (2010) response response response: implications for spanish-speaking english language learners. Retrieved on October 30, 2018 from <a rel="nofollow" target="_blank" href="http://www.rtinetwork.org/learn/diversity/response-response-response-implications-for-spanish-">http://www.rtinetwork.org/learn/diversity/response-response-response-implications-for-spanish-</a> speaking-english-language-learn</div>

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