Jana Echevarria

School Reform and Standards-Based Education: A Model for English-Language Learners.

ABSTRACT The authors examined a model of instruction for English-language learners (ELLs) who were learning academic English while they tried to meet content standards required by the nations education reform movement. In previous work (J. Echevarria, M. E. Vogt, & D. Short, 2000), the authors developed and validated a model of instruction (Sheltered Instruction Observation Protocol; SIOP model) for ELLs. In this study, the authors tested the model for its effects on student achievement. Findings revealed that students whose teachers implemented the SIOP model performed slightly better than did a comparison group on an expository essay writing task, which closely approximated academic assignments that ELLs must perform in standards-based classrooms.

Using the SIOP Model to Promote the Acquisition of Language and Science Concepts with English Learners

In this article we report findings from research through the Center for Research on the Educational Achievement and Teaching of English Language Learners (CREATE), a National Research and Development Center. In our study we examined the efficacy of a model of instruction for English learners, the Sheltered Instruction Observation Protocol (SIOP) Model, in one content area, science. Assessments measured the acquisition of academic language and science concepts among English learners, former English learners, and English Only students in middle school science classrooms. Results indicated that students in the SIOP group performed better than controls, although not to a significant degree. Reasons for these findings are explored. Due to differential attrition of schools in the control group, caution must be used in interpreting the studys findings.

Sheltered Instruction for Students with Learning Disabilities Who Have Limited English Proficiency

Makes the core curriculum accessible to students with limited English proficiency through the use of a content-driven instructional method

The Effects of Instructional Conversations on The Language and Concept Development of Latino Students with Learning Disabilities

Abstract This study examined the effects of an interactive approach, instructional conversations, on the language and concept development of Latino students categorized as learning disabled. This study compared traditional instruction (basal approach) with instructional conversations (IC). An alternating treatment design was employed consisting of five instructional conversation lessons and five basal lessons. The lessons were videotaped and analyzed for level of participation and use of academic discourse. A post-lesson narrative was constructed by each child and analyzed for evidence of academic discourse and concept development. Results indicated that there were higher levels of academic discourse and greater participation with IC than a basal approach. There was evidence of greater understanding of the concept following IC but there were no differences in literal comprehension or post-lesson narrative results. The overall results show important trends suggesting that IC may provide linguistically rich...