Assessment and Intervention for English Language Learners

This book presents evidence-based practices for appropriate assessment of and school-based services for young English language learners. It identifies and addresses the challenges of assessing and intervening with these students at the curricular, instructional, environmental, and individual levels, particularly the complexities of determining the presence or absence of learning disabilities. Case studies and comparisons with fluent English speakers illustrate the screening and evaluation process including multi-tier system of supports (MTSS) and response to intervention (RTI) and proactive intervention planning in core literacy and math domains. Together, these chapters model effective teaching practice, advocacy, and teamwork with parents and colleagues as well as policy development toward meeting the needs of this diverse student population.
This invaluable guide:

• Examines challenges of data collection when working with English language learners.
• Traces the development of dual-language fluency and competence.
• Discusses language-acquisition issues affecting oral language assessment.
• Reviews commonly used assessment and intervention tools in use with English learners.
• Features specialized chapters relating to reading, writing, and mathematics competencies.
• Can be used regardless of first language spoken by students. Assessment and Intervention for English Language Learners is an essential resource for researchers, professionals, and graduate students in diverse fields including school and clinical child psychology; assessment, testing, and evaluation; language education; special education; and educational psychology.

Synthesizes brain and cognitive science research to inform practice

Provides comprehensive step-by-step procedures

Examines research-based assessment and intervention strategies for oral language, reading, math, and writing learning problems

Offers case studies and sample reports detailing how to integrate and report findings

Explains how to develop interventions for English language learners before a formal evaluation

Includes supplementary material: sn.pub/extras

Autorentext
Susan Unruh, Ph.D., is Associate Professor of School Psychology at Wichita State University. She received her doctorate in School Psychology from the University of Kansas with a specialty in bilingual education. Dr. Unruh has more than 25 years of experience working with English language learners, first as a practitioner in public schools and then in her research at WSU. She has made numerous presentations in the area of bilingual assessment and education at regional, national, and international conferences and has published articles in various journals on the topic.
Nancy McKellar, Ph.D., is Associate Professor and Director of the School Psychology Program at Wichita State University. She began her career as a special education teacher. She received her masters and doctorate in Psychology from Northern Illinois University, with emphases in school psychology as well as human learning and memory. Since 1984, Dr. McKellar has been a school psychology trainer at Wichita State University, where she developed and teaches the course in school-based interventions. Her research and professional presentations have focused on the needs and ways to help children at risk due to disabilities or circumstances.

Inhalt
Chapter 1. The Challenges of Assessing and Intervening with English Learners.- Chapter 2. Dual Language Learner Development.- Chapter 3. Data Collection When Working with English Learners.- Chapter 4. Oral Language Issues and Assessment of Oral Language.- Chapter 5. Word Reading and Decoding.- Chapter 6. Reading Fluency and Vocabulary.- Chapter 7. Reading Comprehension.- Chapter 8. Math Calculation.- Chapter 9. Math Problem-Solving.- Chapter 10. Written Expression.- Chapter 11. Assessment and Intervention Tools.- Chapter 12. Case Studies.