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Making Content Comprehensible for English Learners: The SIOP Model

Developing Literacy in Second Language Learners: Report of the National Literacy Panel on Language-Minority Children and Youth

This article describes an extended program of research in sheltered instruction and the effects on the academic literacy development of English language learners. It also highlights the challenges of scaling up an instructional intervention. The intervention was the Sheltered Instruction Observation Protocol (SIOP) Model, an approach that teaches subject area curriculum to students learning through a second language using techniques that make the content material accessible and also help develop the students’ second language skills. Three successive studies looked at teacher change over time and student achievement on standardized assessments and researcher-developed measures. Results of the three studies reveal that students with teachers who were trained in the SIOP Model of sheltered instruction and implemented it with fidelity performed significantly better on assessments of academic language and literacy than students with teachers who were not trained in the model. The article offers guidance for st...

https://www.cal.org/create/conferences/2012/pdfs/research-on-academic-literacy-development-in-sheltered-instruction-classrooms.pdf

Research on academic literacy development in sheltered instruction classrooms

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 study's findings.

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

The Institute of Education Sciences (IES) publishes practice guides in education to bring the best available evidence and expertise to bear on current challenges in education. Authors of practice guides combine their expertise with the available findings of rigorous research to develop specific recommendations for addressing these challenges. The authors rate the strength of the research evidence supporting each of their recommendations. See Appendix A for a full description of practice guides. The goal of this practice guide is to offer educators specific, evidence-based recommendations that address the challenge of teaching English learners in the elementary and middle grades: building their English language proficiency while simultaneously building literacy, numeracy skills, and content knowledge of social studies and science. The guide provides practical and coherent information on critical topics related to literacy instruction for English learners, and is based on the best available evidence as judged by the authors.

/pdf/teaching-academic-content-and-literacy-to-english-learners-2c6ctby01n.pdf

Teaching Academic Content and Literacy to English Learners in Elementary and Middle School. IES Practice Guide. NCEE 2014-4012.

Use of research-based practices for improving content area literacy of English learners is important both because of their growing numbers and their overall poor academic performance. However, how do we ensure that teachers are implementing proven methods with fidelity? This study shows the direct relationship between teachers' level of implementation of such practices on student achievement. Specifically, we report findings from research through the Center for Research on the Educational Achievement and Teaching of English Language Learners (CREATE). In the study, teachers learned and implemented the Sheltered Instruction Observation Protocol (SIOP) Model of instruction to improve their students' language and content literacy development. The degree to which teachers implemented the model with fidelity resulted in relative improvement in student performance, underscoring the importance of teacher implementation of proven practices.

http://assets.pearsonschool.com/asset_mgr/current/20128/04-JAAL-54-6-Echevarria.pdf

Paige Ann Ratleff

Papers

Did They Get It? The Role of Fidelity in Teaching English Learners