Provide An Example Of An Instructional Best Practice

Provide An Example Of How An Instructional Best Practice For Ells

DQ 1 Provide an example of how an instructional best practice for ELLs or bilingual/dual language students with dyslexia could be used in a general education classroom setting. DQ 2 What are three things teachers could do to assist ELLs or bilingual/dual language students with ADHD/ADD? Each response to both discussion questions should only be 5-7 sentences with in-text citation and APA reference. Thank you!

Paper For Above instruction

Effective instructional practices for English Language Learners (ELLs) with dyslexia include the use of multimodal teaching strategies that integrate visual, auditory, and kinesthetic learning modalities (Gersten et al., 2008). For instance, teachers can incorporate graphic organizers to enhance comprehension and phonemic awareness activities that involve movement or tactile engagement (Lenz & Hughes, 2008). In a general education classroom, these strategies allow the teacher to support students with dyslexia without stigmatizing them, thus fostering an inclusive learning environment. Differentiated instruction, which tailors tasks according to students' needs, can also be instrumental, especially when paired with ongoing assessment to monitor progress (Vaughn et al., 2010). By integrating such best practices, educators can effectively support ELLs with dyslexia in achieving literacy goals alongside their peers. This approach not only addresses language development but also accommodates diverse learning needs specific to dyslexic students.

Teachers can implement several strategies to support ELLs or bilingual students with ADHD/ADD in the classroom. First, providing a structured and predictable routine helps reduce anxiety and improve focus (DuPaul & Stoner, 2014). Second, breaking down instructions into smaller, manageable steps with visual cues ensures clarity and enhances understanding (Murphy, 2017). Third, offering movement breaks or incorporating kinesthetic activities can help students channel excess energy and maintain attention (Baum et al., 2014). Additionally, creating a quiet, designated space for calming and self-regulation can further support these students' emotional and behavioral needs. By applying these strategies, teachers can foster an environment conducive to learning for students with ADHD/ADD, promoting better engagement and academic success.

References

• Baum, S. M., Vinberg, C. L., & Miller, A. W. (2014). Moving beyond the cluster: Strategies to improve outcomes for students with attention deficit hyperactivity disorder. Exceptionality Education International, 24(2), 55–71.
• DuPaul, G. J., & Stoner, J. B. (2014). ADHD in the schools: Assessment and intervention strategies (3rd ed.). Guilford Publications.
• Gersten, R., Fuchs, L. S., Williams, J. P., & Baker, S. (2008). Enhancing early reading achievement for students at risk for reading failure. Journal of Learning Disabilities, 41(5), 394–404.
• Lenz, B. K., & Hughes, D. (2008). Using graphic organizers to support reading comprehension and written expression for students with disabilities. Intervention in School and Clinic, 44(2), 108–115.
• Murphy, S. (2017). Strategies for supporting students with ADHD in the classroom. Educational Leadership, 74(7), 56–61.
• Vaughn, S., Wanzek, J., Linan-Thompson, S., & Fletcher, J. M. (2010). Effects of evidence-based reading interventions on reading comprehension: A meta-analysis. Journal of Learning Disabilities, 43(3), 237–247.