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Assessment for Effective Intervention
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Instructional Strategies for Improving Achievement in Reading, Mathematics, and Science for English Language Learners With Disabilities

Vitaliy Shyyan

National Center on Educational Outcomes, University of Minnesota, Minneapolis

Martha L. Thurlow

National Center on Educational Outcomes, University of Minnesota, Minneapolis

Kristin K. Liu

National Center on Educational Outcomes, University of Minnesota, Minneapolis

Effective reading, mathematics, and science instructional strategies for English language learners with disabilities participating in state accountability assessments are identified by educators of these students. Hmong students with disabilities indicate the importance of various strategies for their learning in a standards-based, assessment-driven environment. For 72 educators, reading, then math, is seen as the highest importance content area, whereas for 25 students, mathematics, then reading, is seen as the highest importance content area. Several specific instructional strategies are identified as effective through the Multi-Attribute Consensus-Building process, although some variability emerges. Curriculum-based probes have considerable variability in educator weightings, but students weight them as important, feasible, and frequently used. Native language is not frequently mentioned and not particularly supported by students. Implications for further research are discussed.

Key Words: instructional strategies • English language learners with disabilities • reading • mathematics • science • assessment strategies • Multi-Attribute Consensus-Building method

Assessment for Effective Intervention, Vol. 33, No. 3, 145-155 (2008)
DOI: 10.1177/1534508407313239
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