<p>The demographics of public schools in the United States have changed over recent years to include millions of English language learners (ELLs), students whose first language is not English and who demonstrate limited proficiency in English. During this same time period, school personnel have struggled to identify ELLs for gifted programs because of language and cultural barriers. The problem addressed in this study was that researchers do not have a clear understanding of why or how some ELLs are being identified for gifted programs despite the documented difficulty with gifted identification of ELLs. Using a qualitative method and embedded single-case study design with a school district's gifted identification process for Spanish-speaking ELLs as the main unit of analysis, the purpose of this study was to explore the ways in which three Spanish-speaking ELLs in a southeastern U.S. school district were identified for a gifted program. Data sources included in-depth interviews with nine teachers and three parents of these students, and a document analysis of state-required gifted characteristics checklists completed by these teachers during the gifted referral process. Data were analyzed and coded to identify patterns related to how these Spanish-speaking ELLs were identified for the gifted program in the school district. From the coded themes, the four patterns of rapid learner, translation abilities, problem solving and creative thinking skills, and motivation emerged as key factors in the school district's gifted identification process for Spanish-speaking ELLs based on teacher interviews, parent interviews, and document review of the gifted characteristics checklists. Recommendations based on the findings included creation of additional gifted checklists that incorporated the characteristics of translation skills, rapid progress in English acquisition, and leadership in the ESL classroom as criteria in the gifted identification process for Spanish-speaking ELLs, professional development for teachers in how to use these factors in the process of identifying gifted Spanish-speaking ELLs, and parent meetings and personal communication to ensure parents of ELLs understand the gifted referral and identification process in the district. Recommendations for future research included studies of other school districts' gifted identification processes for ELLs and studies of the gifted identification process for ELLs from other countries and cultures. </p>

<p> A leadership program was created for students to gain skills and/or change their behavior using Appreciative Inquiry and Video Self Modeling, VSM. In 2011, a youth that experiences a disability had been unable to achieve a skill utilizing traditional methods of skill acquisition. He employed the Appreciative Inquiry and VSM leadership program and was able to achieve 100% skill acquisition. Appreciative Inquiry was used to gather information on what makes a participant who experiences a disability feel successful and the theme of the greater organization/class which was independence, provided guidance for examples of success. Videos were created showing students succeeding in activities that they have not yet achieved or participated in with low frequency. These activities were documented as a barrier to success typically in the Individual Education Plan, IEP. Viewing these videos aids the individual in achieving a goal as they viewed this desired future as the present in the majority of cases. </p><p> Keywords: Appreciative Inquiry, Video Self Modeling, Skill, Behavior, Disability, Leadership, Education</p>

<p> English Language Learners (ELLs) are one of the fastest growing student populations throughout the country. With ELLs come unique challenges schools must navigate to best serve these students. One challenge is the identification of these students and proper placement and service within ELL programs offered by schools. Another challenge is determining if an ELL also has a disability, particularly a learning disability, since language proficiency problems can mimic learning disability symptoms. This study sought to discover how states identify ELLs, and especially ELLs with disabilities (ELLWDs). The researcher examined the policy documents of all 50 states, analyzing and coding those documents for key elements relating to ELLs and ELLWDs found within previous research. Additionally, to better triangulate data, the researcher examined student populations for a sample of 15 states through state reported USDOE sources and US Census sources to determine how well the subgroups of ELLs and ELLWDs might be identified based on population comparisons. The study found that states tend to use the federal definition of limited English proficient as a basis for their definition of ELLs and that a little more than half of the states addressed the issue of ELLWDs at all. They do not have a formal identifying definition for these students. While federal DOE and OCR oversights have increased awareness and service for ELLS, more work remains, in particular with creating a common identification matrix for ELLWDs and raising awareness of their presence in the student population.</p>

<p> Graduate students in Communication Disorders were found to become enculturated in the use of a specific literacy strategy to help struggling young readers. Supervisors used four transmission modes: modeling, feedback, collaboration and humor as symbolic channels to transmit knowledge and actions (defined as mechanisms) that were needed for the enculturation process. Mechanisms included negotiating power, linking classroom to the clinic, employing reflection, planning, extending thinking, using contrastiveness, verification, affiliating, making positive acknowledgements, employing cognitive dissonance, highlighting, using recurrency, explicit contextualizing, and employing independence. Situated learning experience was also identified as a necessary aspect of enculturation. Powerful mechanisms for struggling students were identified as reflection, employing cognitive dissonance and peer sharing (employing independence). </p>

<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>

Thesis (Ph.D.) -- University of Western Sydney, 2002. / Bibliography.

Diss. (sammanfattning) Stockholm : Karolinska institutet, 2006. / Härtill 5 uppsatser.

Thesis (M.S.P.H.)--University of Michigan, 1938.

Thesis (Ph.D.)--University of Illinois at Urbana-Champaign, 2007. / Source: Dissertation Abstracts International, Volume: 69-02, Section: A, page: 0563. Adviser: Michaelene M. Ostrosky. Includes bibliographical references (leaves 149-157) Available on microfilm from Pro Quest Information and Learning.

Thesis (Ed.D.)--University of Delaware, 2008. / Principal faculty advisor: Robert Hampel, School of Education. Includes bibliographical references.