Annotated Bibliography
Student Name
Institution Affiliation
Haager, D., & Osipova, A. V. (2017). Enhancing academic instruction for adolescent English language learners with or at risk for learning disabilities.
The article talks about the impacts of reading difficulties being far-reaching. However for the students to understand the concepts which are being learned in class they must develop and understand that self-discipline is a must so as they can be in a position to develop reading skills and at the same time to be in a position to identify what is necessary to be done so that they can be in a position to connect what they have learned in class with what is happening in real-life situations. The subject matter has continued to be a complex thing and this is making many students face a lot of challenges as they are trying to learn. This is even worse for those people with disabilities.
Students who are living with disabilities in a secondary setting are likely to be required to do a very intensive reading so that they can be at par with other students who are not disadvantaged. For these students to perform there must be interventions and strategies which are purposely for them and this can be made possible by the instructors and teachers who are in school. Content teachers should try as they are handling the subject matter and not necessarily in those instructions for reading. Having strategies that are embedded in instruction reading in most cases there is the likelihood that they can improve the outcome of students who are learning.
When instructors are putting all these into consideration they should consider those students with disabilities. However, the article has stated clearly that some of the professions lack knowledge on how they are supposed to handle such students. Some very feasible practices can help these students.
Orosco, M. J., & Abdulrahim, N. A. (2017). Culturally responsive evidence-based practices with English language learners with learning disabilities: A qualitative case study.
The article has described some of the instructions which special education teachers face and in a particular when they are teaching English lesson to learners. These are those learners with disabilities as they are in those urban and elementary settings of the school. There some factors which determine whether the students are going to be advantaged or they are going to be disadvantaged. One of these factors is culture and it depends on how they are going to respond. The issue of responsiveness of culture and at the same time using the evidence-based framework when teaching will determine whether these learners are going to face challenges or they will have a smooth transition to their classes.
Teachers’ knowledge about how they can help the learners especially those who are living with disabilities plays a very critical role in ensuring all learners are included and they are performing equally well. Responsive pedagogy has played a very important role in special education. There are three major themes which when they are put into consideration all English learners will be in a better position to progress well with their studies with less or no difficulties at all. These in most cases only apply to literature and one of the subjects in literature in English. The three themes are the garment of diversity and this means that understanding that learners are different and they have different abilities and capabilities then helping the learners becomes very easy. The other issue is culture matters and the instructor should try to come with strategies which the culture favors so that they can work on those. The other one is a collaborative spirit because instructors or students alone cannot work to bring progress in school
Landa, K. G., & Barbetta, P. M. (2017). The effects of repeated readings on the reading performances of Hispanic English language learners with specific learning disabilities. Journal of International Special Needs Education, 20(1), 1-13.
The article stated that there are multiple probes on the participant's design and this was used to explore all the effects which can come up after there have been so many repeated readings and for this reason, there are different factors that can be considered and the first one is fluency that is how students are fluent. Errors which they are making and from here they can be corrected, the other one is the issue of comprehension and this is especially to those learners who are in lower grades as they are learning English. However, those learners who are learning with disabilities as well should be put into consideration so that they will not feel that they have been left out. There should be measures which should be generalized so that there will be easier teaching of the English language. This starts with those passages which are untaught, as well as making sure that the data which was collected on the capabilities of the participants have been put into consideration.
For students to be the best when it comes to learning of English language when they are in lower grades and they are reading the passage they are supposed to read it aloud so that they can be corrected and with that, they will be learning. They should as well do a lot of repeated readings for instance reading a passage for three months and this will greatly help them. When they are reading passages repeatedly, the article states that there is the importance of learners reading as many words as possible within a minute and this will motivate them to be practicing even in absence of the teacher. The student who will read many words can be bought something and this will make others feel challenged.
Hallett, E. (2017). Teachers’ self-efficacy when differentiating between language acquisition difficulties or possible learning disabilities in English language learners.
The article has talked about how teachers are being exami9ned regarding either how their perceptions, effectiveness, or self-efficacy is this is through being in a position to differentiate those who are in the typical language as well as acquisition difficulties especially when they are teaching those students who are living with disabilities. Five mainstream teachers are teaching in elementary schools which they should follow so that they can be in a position to teach those students with disabilities. The data which was collected was from an individual interview of the participants so that there will be a lot of learning which will happen for there to be equity for the learners.
There are different things should be put into consideration when they are teaching students with disabilities and the first one should be based on character and personal experiences and this will ensure that they know how they are going to make sure that learning for those with disabilities. The other mainstream issue has been collaborating with colleagues to make sure that everything is going as it is supposed to which is helping English learners who are living with disabilities. The other issue is understanding a child as a whole and this will help the instructors to know how they can help these students based on understanding them. The other one will be having professional development since those students who are living with disabilities and therefore having training specific for that reason will be of importance. There are many implications especially for the administrators as well as school leaders to be involved for instance there will be a collaboration of all stakeholders and this in the long run will help students to learn so much from that collaboration
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AnnotatedBibliography1.docx
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