Challenges of Early Literacy for English Language Learners

Join Dr. Jana Echevarria as we will focus on the challenges of early literacy for English language learners. Learn about ways to develop academic English in young children and how parents can enhance learning at home. For more about developing early literacy skills in young children, visit Get Ready to Read!

Read more about Dr. Jana Echevarria

Question from J.P. Cohen, School Psychologist, Branford Public Schools:
    It is often difficult to tell whether a child has a Learning Disability when he/she is ELL. What recommendations do you have regarding referrals/evaluations for a Learning Disability via SPED?

Dr. Jana Echevarria:
     One of the difficulties in working with ELLs who don’t appear to be making adequate progress academically is to determine the right time to make a referral. ELL students are learning in and through a new language, are in a new and different environment and face expectations that may be different from what they are accustomed to. These students need a period of adjustment in which they are supported, encouraged and provided with learning experiences that meet them where they are academically and linguistically. How long that period is depends on the individual child. And, at what point do we intervene so that more valuable time isn’t lost? The best mechanism we have in schools is a student study team whose members are informed about second language issues. If the team determines that an evaluation is warranted, it must be conducted in the child’s home language as well as English. There are many cases in which a child appears to have the characteristics of a learning disability but when assessed in the home language, the child appears more confident and capable. Further, observations and interviews provide additional data for making an informed decision.

Question from Shelly Lyyski, K-5 ELA teacher, Highline Community School:
    Our district has really been trying to implement SIOP on a larger scale. A question I have been asked by many is what research shows that SIOP is effective. I have found some articles, but I was wondering if you could give a more comprehensive list or link.

Dr. Jana Echevarria:
    The Sheltered Instruction Observation Protocol (SIOP) Model was developed through a seven-year research project with the Center for Research on Education Diversity and Excellence. The findings have been published in journals and technical reports. At the end of today's chat, we will post a message with a list of resources.

Currently, there are additional studies being conducted and those results will be published in the months and years to come. For example, the recently funded National Research and Development Center on English Language Learners (housed at the University of Houston) will examine the efficacy of the SIOP Model on vocabulary and concept development for ELLs among other studies.

Question from Jose A. Martinez, school guidance counselor:
    How can you tell if a child has impaired cognitive ability or if problems learning are due to poor understanding of language or cultural differences?

Dr. Jana Echevarria:
    Assessment in the home language will yield valuable information and is a good place to start. Also, conducting a home visit will add an important perspective, especially if you are able to speak with several family members. Through these interviews it is possible to ascertain if some of the behaviors are present across settings or limited to school. Also, family expectations and cultural practices may play a part in school performance so those issues may be addressed with the family as well.

Question from Deanna Stecker - Moderator:
    Thanks for sharing your expertise with us today. Are there any additional resources or information that you would like to share with our readers before we end our discussion?

Dr. Jana Echevarria:
    Another excellent website for information on early reading, ELLs and other resources is Pacific Resources for Education and Learning.

A book by Jim Cummins provides a detailed discussion of issues in the education of ELLs. The reference is: Cummins, J. (2000). Language, power and pedagogy: Bilingual children in the crossfire. Clevedon: Multilingual Matters.

Another by IRA is: Garcia, G. (2003). English Learners: Reaching the Highest Level of English Literacy. Newark,DE: International Reading Association.

Deanna Stecker (Moderator):
    That concludes our discussion for today. Thank you to everyone for the thoughtful questions and especially to Dr. Echevarria for her time today.


Thank you for joining us!