ESL and Poor Achievement English Term Paper

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We know this situation is particularly critical for special education, ESL, and bilingual teachers. Although these teachers require an even deeper understanding of reading, language, curricula, and instructional practices than do mainstream teachers, in fact they have even fewer opportunities in their preparation programs to acquire this expertise." (RAND, nd) The report states that as well that grade retention does not result achievement in reading on a long-term basis without the provision of "specialized instruction." Stated as three findings in the RAND study is that: (1) High stakes tests are affecting reading comprehension instruction in unknown ways; (2) The preparation of teachers does not adequately address children's need for reading comprehension instruction; and (3) Making good on the federal investment in education requires more knowledge about reading comprehension.

III. SURPRISING RESULTS - LESAUX & THIRTY LANGUAGES ESL BASE

In a study conducted by Nonie Lesaux on a group of 30 ESL children in Vancouver, Canada exceeding a total thirty total languages researcher and professor Nonie Lesaux states that: "...with proper intervention, children who speak English as a second language can learn to read English as well as or even better than their English-speaking peers.

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" (Poiter, 2003) The study which is reported to be published in the "Developmental Psychology" journal and reported by Harvard News Office: "tracked 1,000 children speaking native English and English as a second language (ESL) in mainstream English classrooms from kindergarten through second grade." (Ibid) The study which included participants from "across an entire school district in North Vancouver, Canada" is stated to be the first of any "longitudinal study to look at a population-based sample that took in a citywide sweep of social classes, immigrant populations and native languages - 33 of them." (Ibid) In what Lesaux describes as a 'preventative model' and a combination of 'everything we know works well" the "bottom up approach" which has been named 'Firm Foundations' and is stated to Lesaux to be "an amazing collaboration" in what has been a "research-to-practice" development. The curriculum is informed from various literacy techniques shown to be effective accompanied by "monitoring, assessment and intervention." (Ibid).....

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