Future Directions in ResearchFuture Directions in ResearchLinguistic Differences and Learning

Disabilities

Nonie K. Lesaux

Learners with reading difficulties

Learners from low-income

backgrounds

Language minority learners

ThemesThemes

Complex, multi-dimensional processes Considerable individual variation in literacy

and language development in general population

Myriad factors, individual and contextual, influence development of language & literacy skills

Pervasive tensions Static vs. Dynamic Asset vs. Liability

One overarching goal

Current State of AffairsCurrent State of Affairs

Clear understanding of where things are going wrong

Lack of valid model for identification Subjectivity and bias in the referral process Over reliance on self-report, teacher, parent reports

of language proficiency Lack of accountability

Lack of specificity Assessment Accommodations

Variability at all levels

Language and Literacy outcomes of ELLs Program design and actual implementation Teaching capacity District investment in ELL instruction, services Materials and resources

Most variability in student achievement is associated with classroom-level effects, not school or program-level effects.

Variability as positive or negative

The Challenges of VariabilityThe Challenges of Variability

Current Body of ResearchCurrent Body of Research

Lack of converging lines of evidence of the developmental trajectories of literacy Implications for expectations, developing instructional

methods

No consensus about circumstances under which learning best happens contextual and demographic information missing

Paradox of research findings and achievement

Where do we go from here? Where do we go from here? Building consensusBuilding consensus

Converging lines of evidence Cross-sectional, longitudinal, intervention Multiple methods, flexible methods

Particular methodologies more or less appropriate depending on research questions

Replication & data sharing (e.g., Schneider, 2004) Contexts Sample Measures (create, revise) New & current theories, hypotheses

Interdisciplinary lenses

Pressing IssuesPressing Issues Moving beyond investigating broad

constructs ELL Oral language proficiency Program types

Instructional context Disaggregating large datasets, district data Longitudinal research

Variables that have differential effects on outcomes at different times

Effects of interventions, methods Working with districts

Pressing Issues

Contextual and individual variables e.g., Studies that include child, home, classroom,

system characteristics Better understand general ELL population

Full spectrum Complete picture Normative profiles

Linking assessment, referral process with instructional context

Designs beyond group comparisons Research-practice iteration

Future Directions: Study Domains

Vocabulary instruction methods Embedded? Explicit?

Reading comprehension, writing Strategies Individual, text, activity (RAND, 2002) Relationship between L1 and L2

Motivation, engagement Assessing language

Learners “stuck” at intermediate Relationship between word reading and

comprehension

Future Directions: Participants

Learners succeeding in the system Older learners

Middle and high school learners Overrepresentation, curriculum demands

Subtypes, variability within struggling learners Within-group variability in literacy skills

Different developmental stages

Future Directions: Instruction

Opportunities to learn Prereferral strategies Universal design, multi-tiered approaches

Response to Intervention Capitalizing on L1 in L2 settings

e.g., cognates Teacher training, professional development

models-viability of peer models

Working with School District DataWorking with School District Data

ELL classification is temporary Need for permanent designation in tracking

systems Identifying variables that have an impact on

academic success

Research-Practice IterationResearch-Practice Iteration

Researchers questions driven by the needs and questions of school district Cycle of iteration between researchers and

practitioners

Practice and subsequent research to be modified and influenced by findings Unanswered and new questions

Dissemination

The Development of ReadingThe Development of Reading

5 year longitudinal study North Vancouver, BC October, 1997 (Kindergarten) 30 schools 197 ESL and 1040 L1 speakers Varying SES Firm Foundations Early Literacy Curriculum

0

10

20

30

40

50

60

70

80

90

WRATreading

WJ wordidentification

WJ wordattack

Mea

n p

erce

nti

le

English typicalreader

ESL typicalreader

Poor reader

Measures of ReadingMeasures of Reading

0

10

20

30

40

50

60

Stanford readingcomprehension

Me

an

pe

rce

nti

le

English typicalreader

ESL typicalreader

Poor reader

Reading ComprehensionReading Comprehension

Socioeconomic Status and Word Reading

0

0.1

0.2

0.3

0.4

0.5

0.6

K-97 K -98 Grade 1 Grade 2 Grade 3

Reading

D’Angiulli, Siegel, & Maggi, 2004

Early Childhood Study (ECS) SampleEarly Childhood Study (ECS) Sample

344 young children from Spanish-speaking homes Boston, Lawrence, and Framingham, MA Montgomery County, MD

majority born in the US to parents from 22 countries and the US territory of Puerto Rico.

77% of the families in the sample reported an annual income of less than $30,000 and 21% reported an annual income of less than $10,000

Language and Literacy measures

Pre-K Fall Picture Vocabulary

Means:Spanish 65.13 English 68.47

(4)

(1)

(2)

(3)n=46

Research-Practice IterationResearch-Practice Iteration

Research questions directly relevant to schools Two-way communication to inform design Dissemination of findings

Professional development workshops Development of subsequent research questions

based on current findings, unanswered questions Similar designs and measures to better

understand universal, local issues Instructional context described or assessed Promote uniformity in classification and tracking

systems of ELLs

AcknowledgmentsAcknowledgments Linda Siegel Rose Vukovic Patton Tabors Catherine Snow Tami Katzir Orly Lipka Amy Crosson Jeannette Mancilla-Martinez

Natural Sciences & Engineering Research Council of Canada Social Sciences & Humanities Research Council of Canada Michael Smith Foundation for Health Research National Institute for Child Health & Development