The Features of Instructional Reading Efficacy with English Language Learners

• In Event: Poster Session 6
  In Poster Session: Bilingualism/English as a Second Language

Abstract

The purpose of this study was to explore the construct validity of a classroom rating scale called Features of Instructional Reading Efficacy (FIRE). The FIRE was developed to examine the frequency and duration of use of instructional ELL reading principles. The measure was correlated with two established measures, the Foorman Classroom Observation Survey (Foorman, Schatscheneider, Eakin, Fletcher, Moats, & Francis, 2006) and the English Language Learner Classroom Observation Instrument (ELLCOI, Gersten, Baker, Haager, & Graves, 2005). Five FIRE factors (Instructional Engagement, Decoding, Vocabulary, Comprehension Strategies, and Behavior Management) yielded moderate to strong correlations with the other two instruments. Overall, the results indicated that the FIRE captured unique variance over previously used instruments related to ELL instructional practices.

Authors

• Michael John Orosco, University of Kansas

• H. Lee Swanson, University of California - Riverside

• Catherine Lussier, University of California - Riverside