What We Know about Effective Instructional Practices for English-Language Learners

By R. Gersten, S. Baker. 2000

375 citations recorded by the source corpus.

Subfields: Language and Linguistics, Literature and Literary Theory

View Paper: https://www.semanticscholar.org/paper/2ea0386e73579a7b5dc7da879e77c63cb746a74f

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Citations in the corpus

Converging Trajectories (2011, methodology): “…effective approaches are built on methods used with native English speakers but modified to leverage second-language learners’ strengths and ensure that they can access the instruction delivered in English (for reviews, see August & Erickson, 2006; Gersten & Baker, 2000; Shanahan & Beck, 2006).”
Early Reading Intervention for English Language Learners At-Risk for Learning Disabilities: Student and Teacher Outcomes in an Urban School (2001, background): “grade seems to be a critical developmental period (Chall, 2000; Juel, 1988). Multiple and complex factors contribute to poor reading outcomes in urban schools, including a lack of qualified teachers and students who come from poverty (Snow, Burns, & Griffin, 1998). Students who experience early read”
Rethinking English Language Instruction: An Architectural Approach (2003, background): “Native language used strategically can solve some specific problems in connecting new learning to prior concepts or language forms (Gersten and Baker, 2000).”
The Effectiveness of Reading Interventions for English Learners (2016, background): “Until recently, few published studies have described the effectiveness of interventions and support programs for English learners (Gersten & Baker, 2000; Klingner, Artiles, & Barletta, 2006).”
Co-Teaching in Inclusive Classrooms: A Metasynthesis of Qualitative Research (2007, methodology): “In the field of education, Gersten and Baker (2000) conducted a “multi-vocal synthesis” of instructional techniques for English language learners.”
Vocabulary Development of English‐Language and English‐Only Learners in Kindergarten (2007, methodology): “…(MVP), which includes instructional practices found to be effective in previous research on vocabulary instruction (Silverman, 2005) and incorporates the researchsupported vocabulary-instruction methods designed to meet the needs of ELLs (Gersten & Baker, 2000; Gersten & Geva, 2003; Moats, 2001).”
Effectiveness of an English Intervention for First‐Grade English Language Learners at Risk for Reading Problems (2006, background): “Reviews of research on reading instruction for ELLs have yielded few studies and little converging scientific evidence about best practices for students who require supplemental reading interventions (Fitzgerald, 1995a, 1995b; Gersten & Baker, 2000).”
Designing High-Quality Research in Special Education (2000, result): “These findings were replicated with a larger sample of teachers the following year (Gersten et al., 1986). Stallings (1980), Leinhardt, Zigmond, and Cooley (1981), and Brophy and Good (1986) also documented the importance of these two instructional variablesproviding immediate feedback when students”
Teacher Characteristics, Classroom Instruction, and Student Literacy and Language Outcomes in Bilingual Kindergartners (2007, background): “This translates into structuring classroom environments so that students are able to participate in lengthy discussions using complex syntactical and verbal exchanges in order to develop academic language (Gersten & Baker, 2000; Hickman, Pollard-Durodola, & Vaughn, 2004).”
Peer-Assisted Learning Strategies: A “Tier 1” Approach to Promoting English Learners' Response to Intervention (2008, background): “There is an especially urgent call for effective early intervention approaches targeting ELs (e.g., Gersten & Baker, 2000; Slavin & Cheung, 2005), with the view that inappropriate special education referral, school failure, and other negative academic outcomes could be prevented if strong,…”
Effects of Two Tutoring Programs on the English Reading Development of Spanish-English Bilingual Students (2004, methodology): “The decision to implement the program in this way was supported by the research of Fashola et al. (1996) and Jim6nez (1994), who concluded that ELLs benefit from explicit instruction and feedback about differences in Spanish and English orthography and phonology.”