Comprehension Strategies Instruction With Latino English Language Learners: A Bilingual Special Education Case Study

• In Event: Roundtable Session 60
  In Roundtable Session: Examining Literacy Issues and Practices in Special Education

Abstract

This case study describes the comprehension strategies instruction (CSI) of one bilingual special education teacher in a Response to Intervention model (RTI) with Latino English Language Learners (Latino ELLs) who were having reading difficulties in an urban elementary school setting at the primary level. In investigating instruction for Latino ELLs, we focused on how one teacher’s understandings, beliefs, judgments, and training affected instruction with these students. Findings resulted in three themes (comprehension strategy instruction is biographical, comprehension instruction is collaborative, and comprehension strategy instruction is evidence-based) that revolved around the funds of knowledge construct. The results indicate that the success of this teacher was dependent on how well the teacher implemented CSI embedded within a sociocultural framework.

Author

• Michael John Orosco, University of Kansas