Instructional Strategies for Improving Achievement in Reading, Mathematics, and Science for English Language Learners With Disabilities

Vitaliy Shyyan, Martha L. Thurlow, Kristin K. Liu

Research output: Contribution to journalArticlepeer-review

7 Scopus citations

Abstract

Effective reading, mathematics, and science instructional strategies for English language learners with disabilities participating in state accountability assessments are identified by educators of these students. Hmong students with disabilities indicate the importance of various strategies for their learning in a standards-based, assessment-driven environment. For 72 educators, reading, then math, is seen as the highest importance content area, whereas for 25 students, mathematics, then reading, is seen as the highest importance content area. Several specific instructional strategies are identified as effective through the Multi-Attribute Consensus-Building process, although some variability emerges. Curriculum-based probes have considerable variability in educator weightings, but students weight them as important, feasible, and frequently used. Native language is not frequently mentioned and not particularly supported by students. Implications for further research are discussed.

Original languageEnglish (US)
Pages (from-to)145-155
Number of pages11
JournalAssessment for Effective Intervention
Volume33
Issue number3
DOIs
StatePublished - Jun 2008

Keywords

  • assessment strategies
  • English language learners with disabilities
  • instructional strategies
  • mathematics
  • Multi-Attribute Consensus-Building method
  • reading
  • science

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