Instructional Programs for English Language Learners (ELL)Ezr Acelar
Used for PEDA 213 (Language Programs for Secondary Schools)
Includes Introduction to English Language Learner Programs, Phases of EL Instructions, the different types of ELL Programs and discussions for each.
Instructional Programs for English Language Learners (ELL)Ezr Acelar
Used for PEDA 213 (Language Programs for Secondary Schools)
Includes Introduction to English Language Learner Programs, Phases of EL Instructions, the different types of ELL Programs and discussions for each.
A research overview is a concise summary or introduction to a research project or study. It provides a high-level view of what the research is about and what it aims to achieve. A research overview typically includes:
1. Research Topic: Clearly stating the subject or area of focus for the research.
2. Research Questions or Objectives: Identifying the specific questions the research aims to answer or the objectives it seeks to accomplish.
3. Methodology: Briefly describing the research methods and approaches used to collect and analyze data.
4. Key Findings or Expected Outcomes: Providing a preview of the main results or anticipated outcomes of the research.
5. Significance and Contribution: Explaining why the research is important and how it contributes to existing knowledge in the field.
6. Scope and Limitations: Mentioning any constraints or limitations of the research, such as the sample size or geographical scope.
A research overview serves as a quick and informative introduction to the research project, allowing readers to understand its purpose and relevance without delving into the full details of the study. It is typically found at the beginning of a research paper or proposal.
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Research Topic: Technology-Enhanced Approaches to Teaching Reading in PCIES
Research Questions or Objectives: This research aims to explore the effectiveness of integrating technology into elementary school reading instruction, with the following objectives:
1. To investigate the impact of tablet-based interactive reading apps on early literacy development among primary-grade students.
2. To assess the effectiveness of gamified learning platforms in engaging students and enhancing reading comprehension.
3. To explore the role of personalized, adaptive e-learning tools in tailoring reading instruction to individual student needs.
Methodology: This study utilizes a mixed-methods research design, incorporating pre- and post-assessments, teacher surveys, and student interviews. Elementary school students from diverse backgrounds will be randomly assigned to either a technology-enhanced reading instruction group or a traditional instruction group.
Key Findings or Expected Outcomes: We anticipate that the use of tablet-based reading apps will positively impact early literacy skills, including phonemic awareness and vocabulary development. Gamified learning platforms are expected to increase student engagement and improve reading comprehension. Additionally, personalized e-learning tools are expected to cater to the individual needs of students, enhancing their reading proficiency.
Significance and Contribution: This research holds substantial implications for modern teaching practices, particularly in the context of elementary school education. Understanding how technology can enhance reading instruction can inform educators
LANGUAGE LEARNING NEEDS OF FILIPINO-CHINESE LEARNERS AS INPUTS FOR THE PROP...CarloMedoranda
This descriptive research aimed to identify the objective and subjective learning needs of grades 4 – 6 elementary school learners of Bayanihan Institute. It also looked into the most and least important needs of the learners, proposed intervention program to enhance English instruction in the school, and determined the implications of the research findings to the teaching of English as a second language to the young Filipino-Chinese learners.
Remedial Instruction in Language Disfluencies in the Non-Psycho-Expert Lensijtsrd
This qualitative case study discovered and explored the plights of languages teachers conducting remedial instruction in language disfluencies, the way teachers conduct remedial instruction in language disfluencies in the non-psycho-expert lens, and the way learners progress in the kind of remediation they receive. The informants of the study were the language teachers of Buenavista National High School. These teachers are selected purposively as those who have encounter in remedial instruction for language disfluencies in the non-psycho-expert lens. The data were gathered through interviews with the informants. The study revealed that language teachers conducting remedial instruction in language disfluencies in the non-psycho-expert lens face dire situations on insufficiency in terms of background knowledge on language disfluencies, time, and resources for remediation. Another problem that they face is the learners attitude toward remedial instruction as well as parental or stakeholder support. Weak retention of the learners, insignificant change in the learning behavior and the use of colloquial words also contribute to the unwanted scenario of students undergoing remediation. Language teachers conduct remedial instruction in language disfluencies in the non-psycho-expert lens through utilizing various teaching strategies, going back to the basics, having awareness on learner diversity, seeking parental or stakeholder support, exemplifying passion for teaching, and having an encouraging class environment. Learners progress in such kind of remediation through the use of language in praxis or utilizing the communicative language teaching by teachers where students use language practically. Learners as well show activeness in the class knowing that they both share the same learning pace among peers. Most importantly, learners progress due to the acceptance and understanding of the teachers on the type of learners they have. Mick Mars P. Silvano, LPT, Maelt | Evelyn C. Bandoy, LPT, EdD "Remedial Instruction in Language Disfluencies in the Non-Psycho-Expert Lens" Published in International Journal of Trend in Scientific Research and Development (ijtsrd), ISSN: 2456-6470, Volume-3 | Issue-2 , February 2019, URL: https://www.ijtsrd.com/papers/ijtsrd20303.pdf
Paper URL: https://www.ijtsrd.com/humanities-and-the-arts/english/20303/remedial-instruction-in-language-disfluencies-in-the-non-psycho-expert-lens/mick-mars-p-silvano-lpt-maelt
1. 08/2003 to Current
Zion, IL
DAVID FIDLER
Summary
Experienced Speech-Language Pathologist for 35 years in public school systems, 22 years in California and 13 years in
Illinois, seeking to return to California. Specialty areas include working in multi-cultural districts, raising student
academic skills in and out of classrooms in cooperation with teachers, and writing IEP goals aligned with Common Core
Standards.
Skill Highlights
Managing learning environment for diverse
populations
Extensive experience with special-needs students
Computer proficient
Active member of student problem-solving team
Determining the affect a child's speech/language
has on academic progress
Writing and implementing meaningful, clear,
measurable appropriate IEP goals
Knowledge of all state and federal mandated special
education/IEP forms and timelines using web-based
IEPs
Utilizing a variety of technology for student learning
on a regular basis
Accomplishments
SLP staff leader/liaison to assistant superintendent 2 years
Earobics literacy program site administrator at 2 schools
Completed CLAAD coursework
Speak, read, and write limited Spanish
2004 passed Illinois Basic Skills Test for teachers as well as Praxis for Speech-Language Pathology
CPI trained and certified
Experience
Speech-Language Pathologist (SLP)
Zion Elementary District 6
Consulting with child's teacher when the child is suspected of having a speech or language deficiency
Informally observing child in and out of general education classroom in order to determine possibility of
communication deficit
Providing tier 2 interventions to address child's communication needs as well as giving recommendations to
parents and teacher
Obtaining written parent permission to conduct assessment if interventions do not remediate suspected disability
Administering standardized tests, scoring and interpreting results as well as gathering child's academic levels
Scheduling IEP conference with parents and teacher to determine eligibility for speech-language services based
upon test results and observations
Writing IEP including goals to address student's areas of need
Providing direct teaching contact to increase child's skills in weakest areas as outlined in IEP
Updating progress on goals quarterly for parents and reviewing IEP annually with parents and teacher per
compliance regulations
Modifying the general education curriculum for special-needs students based upon a variety of instructional
techniques and technologies
Taking part in ongoing professional development
Administering monthly bilingual speech-language screening for early childhood program
Mentoring new staff SLPs
Implementing and co-writing district RTI plan for speech-language program
Teaching fundations Wilson Language Basics in kindergarten classes daily as tier 1
Collaborating with ESL teachers to best meet ESL student needs
7707 27th Avenue, Kenosha, WI 53143 | H: 847-271-0268 | C: 847-271-0268 | dbfidler@aol.com
2. 09/1986 to 06/2003
Downey, CA
09/1981 to 06/1986
Bakersfield, CA
1981
Bowling Green, OH
1980
Bowling Green, OH
Check-in/check-out (CICO) contact person for select students placed on behavior point sheets
Teaching, modeling, practicing, and rewarding appropriate behavior and having clear consequences for
targeted behaviors as part of PBIS
Ongoing collaboration with classroom teachers to align student lessons with general education class curriculum
Research, data, and information gathering of current practices
Speech-Language Pathologist
Los Angeles County Office of Education
Providing complete speech-language services to public school children from kindergarten through high school in a
variety of urban and suburban schools in various locations of the county
Language-Speech Specialist
Kern County Superintendent of Schools
Providing speech-language services to preschool, elementary school-age, and middle school-age public school
children in rural and suburban schools.
Education
Master of Arts
Bowling Green State University
Speech Pathology
Bachelor of Science: Education
Bowling Green State University
Speech and Hearing Therapy
Credentials
Clinical-Rehabilitative: Language, Speech, and Hearing state of California valid lifetime
Illinois Teacher Certificate for Speech-Language Pathology