<p> Young Latino men reflect on their high school experiences in multi-stage phenomenologically-based interviews. These six participants had transitioned out of high school and no longer received educational services from the school district where they had attended a majority-minority high school in an urban, low socioeconomic community in CA. Interviews focused on their lives and families, high school years, post-secondary school lives, and reflections about their secondary school experiences. These young men had family backgrounds that put them tremendously at risk. All six young men spoke Spanish as their first language and were taught in schools where instruction was in English. While in high school all six young men qualified for special education services. Critical Race Theory, Latino Critical Theory (LatCrit), and Disability Studies as well as the intersectionality of theories helped explore the marginalization of Latino students with disabilities and allowed the identification of central themes from participant's experiential knowledge. These former students cited instances where teachers or staff members encouraged or discouraged them while in high school and shared, from their perspective what teachers need to know to be better prepared and more effective. Participants proposed teachers understand their small acts of kindness have a monumental effect in a student's life. Further, teachers need to listen carefully to what students say; look beyond bad behavior; help students become involved in school in multiple ways; publicly acknowledge academic and social successes; and explicitly prepare students for college and other challenges they will face after high school.</p>

<p> This study was designed to investigate (a) the factors that influence the development of portfolios among students with learning disabilities, (b) the type of support, accommodations, and modifications students with learning disabilities receive while creating portfolios, and (c) the characteristics of portfolios developed by students with learning disabilities. Using a multiple case study approach, the researcher collected data through individual interviews with 14 general education and special education teachers regarding their use of portfolios with their students with learning disabilities. Additional data were obtained from document analysis of the students&rsquo; IEPs, completed portfolios, as well as archival data of grades students obtained on their portfolios. Analysis of the data showed that teachers used accommodations and modifications listed in Individual Education Plans (IEPs) to provide adequate support to their students with learning disabilities while creating portfolios. The teachers also used additional strategies and techniques to ensure that their students were successful in their portfolio projects. Analysis of the portfolios and grades revealed that these students produced portfolios that met their teachers&rsquo; expectations. The researcher recommended that, in order to meet the learning needs of the students with LD who are involved in portfolio development, teachers should not only use accommodations and modifications listed in the IEPs but also add more techniques found to be beneficial for their students with LD. However, those portfolios will not be effective if they do not meet their teachers&rsquo; expectations and meet established deadlines. The researcher also recommends replicating the study to include diverse settings.</p>

Thesis (Ph.D.)--Indiana University, Dept. of Counseling and Educational Psychology, 2008. / Title from PDF t.p. (viewed on Jul 23, 2009). Source: Dissertation Abstracts International, Volume: 69-11, Section: A, page: 4239. Adviser: David Estell.

<p> Being able to read proficiently is a critical skill all students must master in order to graduate from high school, pursue postsecondary learning opportunities, and secure employment. English language learners (ELLs) are a group of students at risk for leaving school without becoming proficient readers. Repeated reading has been identified through the literature as a promising approach for remediating reading difficulties for adolescent ELLs with reading difficulties (Denton et al., 2004; 2004; Hawkins et al., 2011; Malloy et al., 2006; Tam et al., 2006; Valleley &amp; Shriver, 2003). Repeated reading been shown to increase students' reading fluency and in turn their comprehension, and vocabulary instruction is considered an essential component of instruction for ELLs. </p><p> The main purpose of this study was to extend the literature and investigate two components of reading intervention for adolescent ELLs with reading difficulties: fluency instruction and vocabulary instruction. Specifically the study examined the following research questions: (1) What is the impact of a repeated reading intervention on the reading fluency, accuracy, and reading comprehension of adolescent ELLs with reading difficulties? (2) What are the additive effects of vocabulary instruction, in conjunction with the repeated reading intervention, on the reading fluency, accuracy, and reading comprehension of adolescent ELLs with reading difficulties? </p><p> <b>Summary of Study Design and Findings</b> A single case ABCBC multi-treatment design was used to investigate effects of repeated reading over no intervention (baseline) and the additive effects of vocabulary instruction for three adolescent ELLs with reading disabilities. The repeated reading intervention phases consisted of adult modeling, error correction, feedback, and practice reading expository passages. The repeated reading + vocabulary instruction phases added direct instruction of six vocabulary words found in the passage. </p><p> Overall findings indicate that ELLs with reading disabilities benefit from repeated reading interventions but respond differentially to the addition of vocabulary instruction.</p>