通过多层支持系统满足面临学习障碍风险的新兴多语言学生的语言需求

IF 1.9 3区 教育学 Q1 EDUCATION, SPECIAL Learning Disabilities Research & Practice Pub Date : 2022-08-14 DOI:10.1111/ldrp.12288
Lauren Artzi, Lisa B. Hsin, Amanda K. Sanford, Julie Esparza Brown, Swati Guin
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引用次数: 0

摘要

这篇综述和案例描述了多层支持系统(MTSS)中基础阅读教学和干预的关键组成部分,以及加强和支持语言阅读教学和介入的方法,以此支持新兴多语言学习者的学习。首先,我们概述了初级阅读理解技能,描述了文化、语言和生态环境下的学习原则,并概述了植根于这些原则的MTSS的基本要素。接下来,我们介绍了基于研究的实践,以加强少数民族小学生的阅读教学和干预。然后,我们展示了PLUSS框架,以强调教育工作者如何在MTSS中实施这些实践。最后,我们提出了阅读教学和干预的考虑因素,并提供了可能对教育工作者和政策制定者有用的MTSS资源。
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Meeting the Language Needs of Emergent Multilingual Students at Risk for Learning Disabilities through Multitiered Systems of Support

This review and case example describes the key components of elementary reading instruction and intervention within multitiered systems of supports (MTSS) and ways to enhance and scaffold reading instruction and intervention for language as a means of supporting the learning of students who are emergent multilingual (EM) learners. First, we provide an overview of elementary reading comprehension skills and describe culturally, linguistically, and ecologically situated learning principles and overview the essential elements of MTSS rooted in these principles. Next, we present research-based practices that enhance reading instruction and intervention among elementary EM students. We then illustrate the PLUSS framework to highlight how educators can implement these practices across MTSS. Finally, we present considerations for reading instruction and intervention and provide resources that may be useful to educators and policymakers with respect to MTSS.

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来源期刊
CiteScore
2.60
自引率
11.10%
发文量
21
期刊最新文献
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