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Volume 4, Issue 1 (Spring 2010)

Practical Considerations for Selecting and Implementing Literacy Interventions for Use With English Language Learners

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Abstract: The continued increase in the portion of the U.S. prekindergarten to twelfth grade student population classified as English language learners (ELLs) has been well documented. School psychologists can take many important roles in serving this growing population of students, particularly in implementing comprehensive multitier response-tointervention frameworks for academic instruction. To support school psychologists in effectively meeting the needs of ELL students, particularly in the area of literacy development, we have highlighted five important factors to consider when selecting and implementing literacy interventions for ELLs: (a) the student’s language proficiency in his or her native language and English across the domains of speaking, listening, reading, and writing; (b) whether the student is experiencing difficulty with literacy skills or demonstrating typical features of the second language acquisition process; (c) the student’s prior and/or current literacy instru

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