Slideshow
Introduction
Professor Dawn Person, Ed.D
Co-director, California State University, Long Beach
Early Identification of Children At-Risk for Learning Difficulties
Professor Penny Chiappe, Ph.D.
University of California, Irvine
Distributed Leadership in an Urban High School
Diego Ochoa
Emphasis Campus: California State University, Los Angeles
AERA (April 2005)
Making the 'Race' Even:
How Small Schools Support the Achievement of Urban Youth
Profesor Gil Conchas, Ph.D.
University of California, Irvine
Womanist Theory: A Lens to View the African American Female Experience
Shelia Hill
Emphasis Campus: California State University, Long Beach
Designing Computer-based Learning Games in Teacher Education
A Cognitive Constructionist Approach to Pedagogy
Kim Burge, Ed.D., Lecturer, Director of MAT
University of California, Irvine
Contrasting Qualitative Research Methodologies
Professor Liane Brouillette, Ph.D.
University of California, Irvine
From Observation to Explanation: The Other Way
Meri Beckham
Emphasis Campus: California State University, Long Beach
Association for Psychological Type (APT) International Conference (July 2005)
American College Personnel (ACPA) Association (April 2005)
|
Early Identification of Children At-Risk for Learning Difficulties
Professor Penny Chiappe, Ph.D.
University of California, Irvine
|
Synopsis of Presentation
The Early Identification of Children At-Risk for Learning Difficulties
The provision of early intervention for children at-risk for learning difficulties is an important step in preventing academic failure for children. However, referral for early intervention is often a subjective process as it is frequently based on teacher judgment. Although teachers are often very accurate in judging which native English speakers are at-risk for learning disabilities, they are less likely to identify EL students who have academic difficulties, attributing their difficulties to limited English proficiency (Geva, 2000). These teachers were more likely to adopt a wait-and-see approach for struggling EL students whereas they would be more aggressive in seeking support for struggling native English speakers. The subjectivity in the referral process can be reduced if teachers are provided valid and reliable measures to assist them in the identification of EL students who are at-risk for learning difficulties. Understanding the cognitive and linguistic variables that predict academic success, and the validity of their use for EL students will be examined.
|
|
