Making Content Comprehensible for Non-Native Speakers of English: The SIOP Model
This study examined a model of instruction for English language learners (ELLs) who are learning academic English at the same time they are trying to meet content standards as required by the educational reform movement in the United States. In previous work, the authors developed and validated a model of sheltered instruction for these learners, known as the Sheltered Instruction Observation Protocol or SIOP Model. The current study tested the model for its effects on student achievement. The findings reveal that the students with teachers who implemented the SIOP Model performed significantly better than the comparison group on a writing assessment, a task closely approximating academic tasks ELLs must perform in standards-based classrooms, namely writing expository essays.
||Professional Development, Content, Model
The International Journal of Learning, Volume 14, Issue 11, pp.41-50.
Article: Print (Spiral Bound).
Article: Electronic (PDF File; 639.531KB).
Department of Educational Psychology, Administration & Counseling, California State University, Long Beach, USA
Dr. Echevarria’s professional experience includes elementary and secondary teaching in general education, special education, English as a Second Language and bilingual programs. She has lived in Taiwan and Mexico where she taught ESL and second language acquisition courses at the university level, as well as in Spain where she conducted research on instructional programs for immigrant students. Her UCLA doctorate earned her an award from the National Association for Bilingual Education's Outstanding Dissertations Competition. Her research
and publications focus on effective instruction for English learners, including those with learning disabilities. She is a nationally known expert on English learners and has written numerous journal articles and book chapters, has written and produced several videotapes and has co-authored several books including, Making Content Comprehensible for English Language Learners: The
SIOP Model and Sheltered Content Instruction: Teaching Students With Diverse Abilities, both published by Allyn & Bacon. The SIOP Model of instruction
is used widely in all 50 states and several countries. Currently, she is Co-Principal Investigator with the Center for Research on the Educational Achievement and Teaching of English Language Learners (CREATE) funded
by the U.S. Department of Education, Institute of Education Sciences (IES). In 2005, Dr. Echevarria was selected as Outstanding Professor at CSULB.
Division Director, Center for Applied Linguistics, Center for Applied Linguistics, Washington DC, USA
Deborah Short, Ph. D., is a senior research associate with the Center for Applied Linguistics in Washington, DC and a professional development consultant. She co-developed the research-validated SIOP Model for sheltered instruction. She has directed research studies on English language learners for the Carnegie Corporation, the Rockefeller Foundation, and the U.S. Dept. of Education. Recently she chaired an expert panel on adolescent ELL literacy and co-authored the report: Double the Work: Challenges and Solutions to Acquiring Language and Academic Literacy for Adolescent English Language Learners. As director of Academic Language Research & Training, Dr. Short consults in the U.S. and abroad on professional development and curriculum design for sheltered instruction and academic literacy. Her numerous publications include books on the SIOP Model and Hampton-Brown’s secondary and elementary school ESL series: Edge, High Point, and Avenues. Her research articles have appeared in the TESOL Quarterly, the Journal of Educational Research, Educational Leadership, Education and Urban Society, Social Education, and Journal of Research in Education. She taught English as a second/foreign language in New York, California, Virginia, and the Democratic Republic of Congo.
Department of Educational Psychology, Administration and Counseling, California State University, Long Beach, USA
Kristin Powers, Ph.D., is Associate Professor of School Psychology and Director of the Educational Psychology Clinic at California State University, Long Beach. Her past experiences include providing psychological services to schools and assisting the Superintendents of Special Education and Research in establishing district-wide policies in a large diverse school district. Dr. Powers was co- Primary Investigator of the Gender and Transition Project, funded by the Office of Special Education Rehabilitation Services, and she has published and presented scholarly articles on the transition-related experiences of youth with disabilities, as well as on racial disproportionality in special education and response-to-intervention service delivery models. Dr. Powers is an
Associate Editor of the California School Psychologist and is writing a book on assisting vulnerable youth in their transition to adulthood.
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