Curriculum

Are California's Reading Textbooks Adequate for Teaching English Learners?

by University of California's Linguistic Minority Research Institute / Robert Calfee

Calfee, R. (2006). Are California's Reading Textbooks Adequate for Teaching English Learners? University of California Linguistic Minority Research Institute: Santa Barbara, CA.

Topics Covered: Access, Equity, and Adequacy;

Tags: Bilingual Instruction; Comprehension; Curriculum; Differentiated Instruction; Fluency; Instructional Programs; Rights, Students; Struggling Readers; Transfer of Literacy Skills; Vocabulary; Writing;

Target Population: Elementary School

Research Questions the Report Poses: Are California's Reading Textbooks Adequate for Teaching English Learners?

Summary: In 2002, the California State Board of Education adopted programs that required publishers to meet the language arts needs of ELLs. This article is a review of the ELL supplement, the Teacher's Edition for the supplement, and two of the reading series included with the supplement. It also surveys 57 elementary school teachers on their experiences with the materials and the related professional development.

Findings:

• The materials offered little specific ELL assistance to students of teachers, and what was offered was contrary to best practice.
• The professional development for ELL instruction was limited in both time and scope.
• The "supplement strategy" mandated by the Board was practically unworkable.

Policy Recommendations:

• Design an instructional support system that helps teachers deal with student diversity
• Directly address the issues of effective instruction for ELL students
• Advise how to manage student differences and time allocation
• Develop a program of ongoing professional development

• Link to Full Report

Beating the Odds in Teaching All Children to Read

by Barbara M. Taylor, P. David Pearson, Kathleen F. Clark, Sharon Walpole / Center for the Improvement of Early Reading Achievement

Taylor, B., Pearson, P., Clark, K., & Walpole, S. (1999). Beating the odds in teaching all children to read. CIERA Report #2-006. University of Michigan: Ann Arbor.

Topics Covered: Best Teaching Practices / Professional Development; Literacy and Reading / Writing Instruction; Literacy and Reading / Writing Instruction; Early Elementary (K-3);

Tags: Comprehension; Curriculum; Differentiated Instruction; Fluency; Instructional Programs; Intervention; Phonics; Phonological Awareness; Placement; Struggling Readers; Vocabulary;

Target Population: Elementary

Research Questions the Report Poses: Which school-level and teacher-level factors affect reading achievement?

Summary:

The authors used quantitative and descriptive methods to investigate school and classroom factors related to primary-grade reading achievement. Fourteen schools across the U.S. with moderate to high numbers of students on subsidized lunch were identified as most, moderately, or least effective based on several measures of reading achievement in the primary grades.

A combination of school and teacher factors, many of which were intertwined, was found to be important in the most effective schools. Statistically significant school factors included strong links to parents, systematic assessment of pupil progress, strong building communication, and a collaborative model for the delivery of reading instruction, including early reading interventions. Statistically significant teacher factors included time spent in small group instruction, time spent in independent reading, high pupil engagement, and strong home communication. More of the most accomplished teachers were frequently observed teaching word recognition by coaching as children were reading, in addition to providing explicit phonics instruction, than the least accomplished teachers and teachers in the moderately or least effective schools.

Additionally, more of the most accomplished teachers and those in effective schools were frequently observed asking higher level questions after reading than their counterparts. In all of the most effective schools, reading was clearly a priority at both the building and classroom level.

Findings:

• Children in primary grades make the greatest growth when a high proportion of their reading instruction is delivered through small ability groups, with regularly monitored progress, and plenty of time to learn needed skills and strategies
• Teachers that help students thrive in reading are skilled coaches and keep all children academically engaged
• Schools have a long way to go in improving reading instruction in the primary grades

Policy Recommendations:
n/a see findings

• Download full report (692K PDF)*

Ensuring Academic Success for English Learners

by Laurie Olson, UC Linguistic Minority Research Institute

Olsen, L. (2006). Ensuring Academic Success for English Learners. University of California: Linguistic Minority Research Institute.

Topics Covered: Assessment and Accommodations;

Tags: Bilingual Instruction; Bilingualism / Biliteracy; Comprehension; Curriculum; Differentiated Instruction; Fluency; Instructional Programs; Intervention; Language of Instruction; Language Proficiency; Parent Involvement and Outreach / PTA; Struggling Readers; Transfer of Literacy Skills; Vocabulary; Writing;

Target Population: Preschool, Elementary, Middle, High School

Research Questions the Report Poses: The paper provides an overview of research and knowledge that educators can use to create schools in which English learners thrive and achieve at high levels.

Summary: This report, or position paper, highlights nine elements of a strong program, based on three decades of research. The report recommends best practices that include accessible preschool programs, support for newcomers of all ages, and a focus on English language development.

Policy Recommendations:

• Invest in building a qualified educator workforce;
• Build a meaningful accountability system for English learners;
• Assure that educators have the materials they need to deliver high quality English Language Development; and
• Demonstrate new models of successful schools for English learners

• Link to Full Report

To order a hard copy of the report, contact:
University of California
Linguistic Minority Research Institute
4722 South Hall
Santa Barbara, CA 93106-3220

Improving Literacy Outcomes for English Language Learners in High School: Considerations for States and Districts in Developing a Coherent Policy Framework

by National High School Center, Nanette Koelsch

Koelsch, N. (2006). Improving literacy outcomes for English language learners in high school: Considerations for states and districts in developing a coherent policy Framework. National High School Center .

Topics Covered: Literacy and Reading / Writing Instruction; Literacy and Reading / Writing Instruction; Adolescent (7-12);

Tags: Bilingual Instruction; Bilingualism / Biliteracy; Comprehension; Curriculum; Fluency; Language of Instruction; Language Proficiency; Placement; Reading; Vocabulary; Writing;

Target Population: Middle, High School, Post-Secondary

Research Questions the Report Poses: What issues should states consider to improve schooling for English language learners?

Summary: The report suggests that low expectations are the impetus for ELL difficulties in school and that lack of data about course taking patterns for ELLs compounds student difficulties. The report describes recent studies that point to the need for more rigorous course taking to improve the odds of graduation and college entry for ELL students.

Findings:

• ELLs need high quality instruction focused on advanced literacy skills not just language acquisition; and
• Immersion-only programs lead to increased special education placements
• Latino ELLs are overrepresented in special education and lower tracked classrooms;

Policy Recommendations:

• States and districts need to redesign literacy work for ELLs in high schools to change from remediation to academic enrichment; and
• States and districts need to ensure that ELLs participate in rigorous, college preparation courses and receive support so that they can succeed in these courses

• Link to Full Report

To order a hard copy of the report, contact:
n/a

Language Test

by National School Boards Association, Naomi Dillon

Dillon, N. (2005). Language Test. American School Board Journal, 192(8). National School Boards Association.

Topics Covered: Access, Equity, and Adequacy; NCLB and AYP;

Tags: Bilingual Instruction; Bilingualism / Biliteracy; Comprehension; Content Areas: Math; Content Areas: Science; Content Areas: Social Studies; Content Areas: The Arts; Curriculum; Instructional Programs; Intervention; Language of Instruction; Language Proficiency;

Target Population: Elementary, Middle, High School

Research Questions the Report Poses: The report uses the example of Coachella school district's legal battle to examine if state assessments fair to English language learners.

Summary: The report examines the challenges associated with preparing a population that is 70 percent ELL to meet the demands of state and federal laws. Under California law, all ELL students must take state tests in English after only one year of instruction — a requirement that perpetually leaves districts like Coachella "in need of improvement." The report uses the Coachella district's case as a lens to examine the challenges we face in preparing ELL students to perform highly as well as the advantages and disadvantages of different types of assessment and accounting formulae to determine performance.

Findings:
n/a

Policy Recommendations:

• The lawsuit asks the state to develop primary language tests for students who have recently arrived or enrolled in bilingual classrooms—an NCLB supported provision.
• The suit also calls for a new standardized test that is more linguistically friendly and appropriate.

• Purchase Report

To order a hard copy of the report, contact:
n/a

Learning to Read and Write: Developmentally Appropriate Practices for Young Children

by National Association for the Education of Young Children (NAEYC); International Reading Association (IRA)

International Reading Association (IRA) & National Association for the Education of Young Children (NAEYC). (2009). Learning to read and write: Developmentally appropriate practices for young children. NAEYC: Washington, DC.

Topics Covered: Literacy and Reading / Writing Instruction; Literacy and Reading / Writing Instruction; Early (Pre-K); Literacy and Reading / Writing Instruction; Early Elementary (K-3);

Tags: Books and Other Reading Materials; Comprehension; Curriculum; Differentiated Instruction; Fluency; Instructional Programs; Intervention; Motivation; Phonics; Phonological Awareness; Placement; Reading; Vocabulary; Writing;

Target Population: Preschool, Elementary

Research Questions the Report Poses: How does the research from the 1990s inform best practices for teachers and policymakers when it comes to teaching young students how to read and write?

Summary: Learning to read and write is critical to a child's success in school and later in life. Although reading and writing abilities continue to develop throughout the life span, the early childhood years--from birth through age eight--are the most important period for literacy development. The primary purpose of this position statement is to provide guidance to teachers of young children in schools and early childhood programs (including child care centers, preschools, and family child care homes) serving children from birth through age eight. By and large, the principles and practices suggested here also will be of interest to any adults who are in a position to influence a young child's learning and development--parents, grandparents, older siblings, tutors, and other community members.

Findings:
n/a

Policy Recommendations:

1. A comprehensive, consistent system of early childhood professional preparation and ongoing professional development
2. Sufficient resources to ensure adequate ratios of qualified teachers to children and small groups for individualizing instruction.
3. Sufficient resources to ensure classrooms, schools, and public libraries that include a wide range of high-quality children's books, computer software, and multimedia resources at various levels of difficulty and reflecting various cultural and family backgrounds.
4. Policies that promote children's continuous learning progress.
5. Appropriate assessment strategies that promote children's learning and development.
6. Access to regular, ongoing health care for every child.
7. Increased public investment to ensure access to high-quality preschool and child care programs for all children who need them.

• Full article

To order a hard copy of the report, contact:
n/a

National Literacy Panel's Executive Summary
Developing Literacy in Second-Language Learners: Report of the National Literacy Panel on Language-Minority Children and Youth.

by National Literacy Panel, Diane August, Timothy Shanahan

August, D. and Shanahan, T. (2006). Developing Literacy in Second-Language Learners: Report of the National Literacy Panel on Language-Minority Children and Youth. Center for Applied Linguistics, Lawrence Erlbaum Associates: Mahwah, NJ.

Tags: Bilingual Instruction; Bilingualism / Biliteracy; Comprehension; Content Areas: Math; Content Areas: Science; Content Areas: Social Studies; Content Areas: The Arts; Curriculum; Differentiated Instruction; Fluency; Instructional Programs; Intervention; Language of Instruction; Language Proficiency; Phonics; Phonological Awareness; Placement; Vocabulary; Writing;

Target Population: Preschool, Elementary, Middle, High School

Research Questions the Report Poses: How do ELL students acquire literacy in a second language?

Summary: The National Literacy Panel on Language Minority Children and Youth systematically and rigorously examined the research on acquiring literacy in a second language. The full report was never published but the executive summary is useful for its vision and purposeful intent.

Findings:

• Instructional approaches that focus on phonemic awareness, phonics, fluency, vocabulary, and text comprehension-have clear benefits for ELLs. Like their native English speaking peers, ELLs benefit from these strategies as well as writing instruction.
• For students to become literate in English several instructional qualities need to be met including: content coverage, intensity and thorough instruction,
• ELL specific instruction, monitoring learning, and teacher preparation.
• Oral proficiency and literacy in the first language can be used to facilitate literacy development in English.
• Researchers have documented few sociocultural impacts on literacy achievement or development. However, researchers have found that home language experiences can have a positive impact on literacy achievement.

• Link to Full Report

Similar English Learner Students, Different Results: Why Do Some Schools Do Better?

by EdSource, Stanford University, American Institutes for Research, WestEd

Williams, T., Hakuta, K., Haertel, E., et al. (2007). Similar English Learner Students, Different Results: Why Do Some Schools Do Better? A follow-up analysis, based on a large-scale survey of California elementary schools serving low-income and EL students. Mountain View, CA: EdSource.

Topics Covered: Best Teaching Practices / Professional Development;

Tags: Curriculum; Instructional Programs; Language Proficiency; Latino ELL Students;

Target Population: Elementary, Middle, High School

Research Questions the Report Poses: "Why do California elementary schools serving similar proportions of low-income, Spanish speaking EL students differ by over 250 points on California's new EL Academic Performance Index score? What school practices can help explain this API gap?"

Summary:

A major new analysis of California elementary school performance has identified four educational practices associated with higher performance among elementary English Learner (EL) students. According to the study released in May at the Education Writers Association annual meeting in Los Angeles, schools that engage in all four practices have, on average, the highest academic achievement among English Learner students.

Findings:

• One practice strongly correlated with a higher EL-API among our sample of elementary schools was the extensive use of student assessment data by the district and the principal in an effort to improve instruction and student learning.
• EL-API performance was higher in schools where principals reported that a larger proportion of their teaching staff had qualities such as a demonstrated ability to raise student achievement, strong content knowledge, and others.
• Higher EL-API was correlated with schools in which teachers reported most strongly that there is school-wide instructional consistency within grades, curricular alignment from grade-to-grade, and that instruction is based upon state academic standards.
• A shared culture within the school regarding the value of improving student achievement and a sense of shared responsibility for it seems to distinguish the higher performing schools in our sample based on EL—APIs.
• A school's outreach to parents, encouragement of teacher collaboration, and enforcement of positive student behaviors (like attendance and tolerance) have long been recognized as important contributors to the student and professional culture at a school.

Policy Recommendations:

• California should "stay the course with its reforms" to make sure that "curriculum programs and state standards tests are well aligned with the state's academic standards."
• School districts need to provide "better assessment and other data on their students in easy-to-access formats"
• Hire more administrators to try to adjust the highest-in-the-nation pupil-to-administrator ratio in the country
• Professional development needs to provided to ensure that teachers have the resources they need to effectively combat the challenges that educating ELL students provides

• Read more about this report
• Download full report (1.1MB PDF)*

To order a hard copy of the report, contact:
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So Many Schools, So Few Options: How Mayor Bloomberg's Small High School Reforms Deny Full Access to English Language Learners

by The New York Immigration Coalition and Advocates for Children of New York

The New York Immigration Coalition and Advocates for Children of New York. (2006, November). So Many Schools, So Few Options: How Mayor Bloomberg's Small High School Reforms Deny Full Access to English Language Learners. New York, NY: The New York Immigration Coalition and Advocates for Children of New York.

Topics Covered: Access, Equity, and Adequacy;

Tags: Curriculum; Latino ELL Students; Placement; Rights, Students;

Target Population: High school

Research Questions the Report Poses: To what extent, if any, have ELLs actually been included in New York City's small high schools reform initiative?

Summary: Although ELLs make up about 11.4% of the New York City high school population, in 2005-2006, 93 of 183 schools examined in this report had less than 5% of ELLs in their student body. This means that more than half of the high schools in the city had a very small ELL population. A policy that the NYC Department of Education has in place is to "allow small schools to exclude ELLs in [their] first two years of operation" (p. 7). Failure to follow required accommodation laws is also keeping ELLs out of many NYC high schools. In the borough of Queens, which has the most ELL students, only 7% of new high schools were built. Overall, the new plan toward having smaller schools in New York City is keeping ELLs from getting equal access to quality instruction because resources for ELL instruction are not prevalent.

Findings:

• As a result of the new schools program, ELL students are largely sequestered to a few schools with high percentages of ELLs while many other schools offer very little, if any, instruction or resources for ELLs.
• Because new schools are not being built in areas where ELLs are highly concentrated, ELLs are being kept from new schools.
• Most schools classified as small by this report (about 500 students) fail to provide adequate resources for ELL instruction.
• Because small schools are inadequately prepared to instruct ELLs, these students are forced to go to large, failing schools, which are the type of schools that the new schools plan was supposed to cut down on.

Policy Recommendations:

• Increase ELLs' access to small schools by building more small schools in areas where ELLs most commonly reside.
• Improve the high school admissions process so that ELLs are not excluded or kept out of small schools because of their ELL status.

• Link to Full Report

To order a hard copy of the report, contact:
Advocates for Children of New York
151 West 30th Street — 5th Floor
New York, NY 10001
E-Mail: info@advocatesforchildren.org
Phone: (212)-947-9779
Fax: (212)-947-9790

Teaching Reading Is Rocket Science: What Expert Teachers of Reading Should Know and Be Able to Do

by The American Federation of Teachers

Moats, L. C. (1999). Teaching reading is rocket science: What expert teachers of reading should know and be able to do. Washington, DC: American Federation of Teachers.

Topics Covered: Literacy and Reading / Writing Instruction;

Tags: Books and Other Reading Materials; Comprehension; Curriculum; Differentiated Instruction; Instructional Programs; Motivation; Reading; Struggling Readers; Transfer of Literacy Skills; Vocabulary;

Target Population: Elementary School

Research Questions the Report Poses: What practices in the classroom and elements in curriculums facilitate teaching reading to students?

Summary: This report discusses the current state of teacher preparation in reading. It reviews the reading research and describes the knowledge base that is essential for teacher candidates and practicing teachers to master if they are to be successful in teaching all children to read well. Developed by the American Federation of Teachers(AFT).

Findings:
The following are all part of effective reading instruction:

• Direct teaching of decoding, comprehension, and literature appreciation
• Phoneme awareness instruction
• Systematic and explicit instruction in the code system of written English
• Daily exposure to a variety of texts, as well as incentives for children to read independently and with others
• Vocabulary instruction that includes a variety of complementary methods designed to explore the relationships among words and the relationships among word structure, origin, and meaning
• Comprehension strategies that include prediction of outcomes, summarizing, clarification, questioning, and visualization
• Frequent writing of prose to enable a deeper understanding of what is read

Policy Recommendations:
The following recommendations pertain to professional development that should be employed to best train reading teachers:

• Research should guide the profession.
• Core requirements and standards for new teachers should be established.
• Teacher education programs should be aligned with standards for students and licensing requirements for teachers.
• Professional development institutes should be created for professors of education and master teachers.
• Developers of textbooks and instructional materials should be encouraged to improve their products.
• High-quality professional development must be available for teachers.
• An investment in teaching should be made to attract and retain high-caliber teacher candidates.

• Download full report (320K PDF)*

To order a hard copy of the report, contact:
http://www.aft.org/teachers/pubs-reports/reading.htm

The Role of English Teachers in Educating English Language Learners (ELLs)

NCTE ELL Task Force. (2006). NCTE Position Paper on the Role of English Teachers in Educating English Language Learners. National Council of Teachers of English: Urbana, IL.

Topics Covered: Best Teaching Practices / Professional Development; Bilingual Education; Literacy and Reading / Writing Instruction;

Tags: Bilingual Instruction; Bilingualism / Biliteracy; Comprehension; Content Areas: Math; Content Areas: Science; Content Areas: Social Studies; Curriculum; Differentiated Instruction; Fluency; Instructional Programs; Language of Instruction; Reading; Struggling Readers; Vocabulary; Writing;

Summary:

The National Council of Teachers of English (NCTE) has pulled together information from a broad range of research on how to support English language learners in the classroom. It takes into account the variety of skill levels and background knowledge of ELL students and suggests best practices for teaching language, reading, writing, and content.

• Read full report

What Education Schools Aren't Teaching About Reading and What Elementary Teachers Aren't Learning

by National Council on Teacher Quality / Kate Walsh, Deborah Glaser, Danielle Dunne Wilcox

Walsh, K., Glaser, D., and Dunne Wilcox, D. (2006). What Education Schools Aren't Teaching About Reading and What Elementary Teachers Aren't Learning. National Council on Teacher Quality: Washington DC.

Topics Covered: Best Teaching Practices / Professional Development;

Tags: Curriculum; Instructional Programs; Phonics; Phonological Awareness;

Target Population: Post-Secondary

Research Questions the Report Poses: National Council on Teacher Quality (NCTQ) examined what aspiring elementary teachers are learning about reading instruction during their formal undergraduate training. They asked: what do education schools teach elementary teacher candidates about reading instruction?

Summary: When some children are learning to read, they catch on so quickly that it appears effortless. It does not seem to matter what reading curriculum or teachers they encounter, for they arrive at school already possessing the important foundational skills. For other children, though, the path to literacy is far more difficult and by no means assured. It matters very much what curriculum their schools use and who their first teachers are.

Findings:

• Most Education Schools are not teaching the science of reading
• Even courses claiming to provide a "balanced" approach ignore the science of reading.
• Characteristics such as national accreditation do not increase the likelihood that an education school is more likely than others to teach the science of reading.
• Phonics is taught more frequently than any other component of reading instruction, suggesting that ideological resistance to the "phonics camp" does not fully explain why the science is being ignored.
• Much of current reading instruction is incompatible with the science.
• Teacher educators portray the science of reading instruction as one approach that is no more valid than others.
• Many courses reflect low expectations, with little evidence of college-level work.
• The quality of almost all reading textbooks is poor. Their content includes little to no hard science, and in far too many cases they are inaccurate and misleading.
• There is no agreement in the field about what constitutes "seminal" texts.

Policy Recommendations:
States:

• States need to develop both strong reading standards and licensing tests based on those standards;
• New teachers should be required to pass a stand-alone test in reading instruction; and
• States should not only require reading courses, but should align those courses content with the state reading standards based in science

• Accreditation should hinge on an education school's commitment to using research-based instructional methods in reading to prepare teacher candidates;
• Accrediting agencies, including the National Council for Accreditation of Teacher Education (NCATE), the Teacher Education Accreditation Council (TEAC), and various regional accrediting bodies, should exercise responsibility when it comes to accreditation by denying accreditation to schools that do not teach the science of reading; and
• AACTE should advocate for the science of reading, providing professional development opportunities for teacher educators to retool their skills

• Elementary teachers should be required to pass a test in reading to achieve to meet NCLB's "highly qualified teacher";
• Education schools should be eligible to receive title II professional development funds to improve faculty expertise in reading.
• Federal funds could directed toward allowing college faculty members to update their knowledge and skills in reading, as well as toward hiring adjunct professors who are already knowledgeable in what works in reading.

• Publishers need to identify legitimate experts in the field and hire them to develop and write better reading textbooks.

• Education schools need to build faculty expertise in reading.

• Full report

To order a hard copy of the report, contact:
NATIONAL COUNCIL ON TEACHER QUALITY
1225 19th Street N.W., Suite 800
Washington, D.C. 20036
Tel 202 222-0561 Fax 202 222-0570 Web
www.nctq.org

What Works for the Children? What We Know and Don't Know About Bilingual Education

by The Civil Rights Project Harvard University/ Jacinta Ma

Ma, J. (2002, September). What works for the children? What we know and don't know about bilingual education. Cambridge, MA: The Civil Rights Project Harvard University.

Topics Covered: About ELLs;

Tags: Bilingual Instruction; Bilingualism / Biliteracy; Curriculum; Instructional Programs; Language of Instruction;

Target Population: Preschool, Elementary, Middle, High School

Research Questions the Report Poses: Has Proposition 227 in California created gains for ELL students in the state?

Summary: Jacinta Ma's report summarizes major research on ELL education including how long it takes for ELL students to learn English; the best types of language support programs; results of Proposition 227 in California; the legality of one-year language programs; and how ELL students are assessed. Ma arrives at several conclusions about ELL instruction in California, primarily that Prop 227 success claims are overstated. He also states that parents and students should have access to varying types of ELL education programs.

Findings:

• There is no sound education research for supporting arbitrary one-year limits on language support for ELLs.
• More time should be devoted to improving ELL education than on arguing about a one-size-fits-all program.

Policy Recommendations:

• Make language support programs one part of an overall strategy for improving the quality of education for ELL children.
• Give parents and schools the flexibility to implement different types of language support programs.
• Clarify the goals of language support programs.
• Support the use of academic or literacy measures to determine when children should be moved from bilingual education or other language support programs to general education classes rather than through the use of time limits.
• Hold schools and school districts accountable for ensuring improved academic achievement of ELLs measured by appropriate knowledge of English, consistent academic achievement over time, improvement in diagnostic test scores, and improvements in graduation rates.
• Provide additional high quality instruction for ELLS.
• Provide additional funding to improve the quality of education for ELLs.
• Support additional research to evaluate language support programs, to develop appropriate tests to measure ELL student achievement, and to evaluate effective testing accommodations for ELLs.
• Use sound education research to influence policymakers through advocacy and litigation.

• Link to Full Report

To order a hard copy of the report, contact:
The Civil Rights Project
124 Mount Auburn Street, 500 North
Cambridge, MA 02138
ph: 617-496-6367, fx: 617-495-5210