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ERIC Number: EJ1217334
Record Type: Journal
Publication Date: 2019
Pages: 7
Abstractor: As Provided
ISBN: N/A
ISSN: ISSN-1045-988X
What's a Middle School Teacher to Do? Five Evidence-Based Practices to Support English Learners and Students with Learning Disabilities
Hovey, Katrina A.; Miller, Rhonda D.; Kiru, Elisheba W.; Gerzel-Short, Lydia; Wei, Yan; Kelly, Jerae
Preventing School Failure, v63 n3 p220-226 2019
General education teachers are challenged with meeting the unique instructional needs of every learner in their classrooms, which increasingly include English learners (ELs) and students with learning disabilities (LD). This article uses vignettes to demonstrate how a middle school content teacher uses five strategies: building prior knowledge, building vocabulary, explicit instruction, visual representation, and opportunities to respond to support his students. Each strategy is evidence based for ELs and for students who have an identified LD. Research supports that ELs and students with LD benefit from specific instructional strategies that enhance the accessibility of course content and potentially improve learning outcomes.
Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
Publication Type: Journal Articles; Reports - Research
Education Level: Junior High Schools; Middle Schools; Secondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A