Teachers who work with English as a Second Language learners will find ESL/ESOL/ELL/EFL reading/writing skill-building children's books, stories, activities, ideas, strategies to help PreK-3, 4-8, and 9-12 students learn to read.
Reading
California's Commitment to Adult English Learners: Caught Between Funding and Need
by Public Policy Institute of California / Arturo Gonzalez
Gonzalez, A. California's Commitment to Adult English Learners: Caught Between Funding and Need. (2007). San Francisco, CA: Public Policy Institute of California.
Topics Covered:
Access, Equity, and Adequacy;
Literacy and Reading / Writing Instruction;
Literacy and Reading / Writing Instruction;
Adult;
Tags:
Bilingual Instruction;
Language of Instruction;
Language Proficiency;
Latino ELL Students;
Motivation;
Reading;
Target Population: High school, post-secondary (non-collegiate)
Research Questions the Report Poses:
- What is the policy background for the provision of ESL courses in California? What distinguishes adult schools from other providers?
- How has the ESL target population changed throughout the state since 1980? What is the level of predicted enrollment and what demographic changes affect enrollment in ESL courses?
- What are the trends in the provision of ESL courses by adult schools and community colleges statewide and in the different regions of the state? Does the adult school funding formula limit adult school enrollment? To what extent do adult school districts exceed their level of funding?
- What do adult schools that exceed their funding limit forgo in terms of quality of adult education classes and future growth of adult education programs? How much does the redistribution of unused funding alleviate the challenges facing high-demand regions? How would adult education providers benefit from increased funding?
Summary: 75% of adults enrolled in ESL programs in the state of California participate in these programs through adult schools. The issue that this report talks about is the conundrum facing adult schools. These schools have two choices: leave some seeking ESL programs without service and stay under the enrollment growth-cap linked to state funds or take in all individuals seeking to be enrolled in an ESL program, go over the cap, and pay the difference between allotted state funds and actual capital spent out of the school's own budget. The article cites a $15.7 million gap between money spent by adult schools on ESL programs and money awarded to these schools by the state of California.
Findings:
- There is a $15.7 million gap between money spent by adult schools on ESL programs and money awarded to these schools by the state of California
- Though the adult ELL demographic is growing within the state, it is growing at different rates in different parts of the state.
- Close to 60 percent of adult schools in California exceed their funding limit.
- Among adult schools that do over-enroll students, nearly 80 percent exceed their funding limit by over 2.5 percent.
Policy Recommendations:
- Increase overall funding to adult ESL programs
- Create more mechanisms for distributing funds for ESL programs to areas and schools that have more of a demand from adult ESL students
- Increase the enrollment cap so that schools do not have to pay out of their own pocket to have adult ESL programs
To order a hard copy of the report, contact:
Public Policy Institute of California
500 Washington Street
Suite 800
San Francisco, California 94111
Telephone: (415) 291-4400
Fax: (415) 291-4401
Closing the Gap: Addressing the Vocabulary Needs of English-Language Learners in Bilingual and Mainstream Classrooms
Carlo, M.S., August, D., McLaughlin, B., Snow, C.E., Dressler, C., Lippman, D.N., Lively, T.J., & White, C.E. (2004). Closing the gap: Addressing the vocabulary needs of English-language learners in bilingual and mainstream classrooms. Reading Research Quarterly, 39, 188-215.
Topics Covered:
About ELLs;
Access, Equity, and Adequacy;
Best Teaching Practices / Professional Development;
Bilingual Education;
Literacy and Reading / Writing Instruction;
Literacy and Reading / Writing Instruction;
Upper Elementary (4-6);
Tags:
Bilingual Instruction;
Instructional Programs;
Intervention;
Reading;
Vocabulary;
Summary: Gaps in reading performance between Anglo and Latino children are associated with gaps in vocabulary knowledge. An intervention was designed to enhance fifth graders' academic vocabulary. The meanings of academically useful words were taught together with strategies for using information from context, from morphology, from knowledge about multiple meanings, and from cognates to infer word meaning. Among the principles underlying the intervention were that new words should be encountered in meaningful text, that native Spanish speakers should have access to the text's meaning through Spanish, that words should be encountered in varying contexts, and that word knowledge involves spelling, pronunciation, morphology, and syntax as well as depth of meaning.
Fifth graders in the intervention group showed greater growth than the comparison group on knowledge of the words taught, on depth of vocabulary knowledge, on understanding multiple meanings, and on reading comprehension. The intervention effects were as large for the English-language learners (ELLs) as for the English-only speakers (EOs), though the ELLs scored lower on all pre- and posttest measures. The results show the feasibility of improving comprehension outcomes for students in mixed ELL-EO classes, by teaching word analysis and vocabulary learning strategies.
Contexts for Engagement and Motivation in Reading
by Guthrie, John T.
Guthrie, J.T. (2001). Contexts for engagement and motivation in reading. Reading Online, 4(8). International Reading Association: 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);
Literacy and Reading / Writing Instruction;
Upper Elementary (4-6);
Literacy and Reading / Writing Instruction;
Adolescent (7-12);
Literacy and Reading / Writing Instruction;
Adult;
Tags:
Books and Other Reading Materials;
Comprehension;
Motivation;
Reading;
Struggling Readers;
Transfer of Literacy Skills;
Vocabulary;
Target Population: Preschool, Elementary, Middle, High School
Research Questions the Report Poses: How do engaged and motivated reading contribute to successful reading skills and achievement?
Summary: Engaged reading is a merger of motivation and thoughtfulness. Engaged readers seek to understand; they enjoy learning and they believe in their reading abilities. They are mastery oriented, intrinsically motivated, and have self-efficacy. Teachers create contexts for engagement when they provide prominent knowledge goals, real-world connections to reading, meaningful choices about what, when, and how to read, and interesting texts that are familiar, vivid, important, and relevant.
Findings:
The following all help to contribute to an environment that will foster motivated and engaged reading:
- Identify a knowledge goal and announce it
- Provide a brief real-world experience related to the goal
- Make trade books and multiple other resources available
- Give students some choice about the subtopics and texts for learning
- Teach cognitive strategies that empower students to succeed in reading these texts
- Assure social collaboration for learning
- Align evaluation of student work with the instructional context (e.g., grade students for progress toward the knowledge goal)
Policy Recommendations:
None, this article makes no policy recommendations but instead describes the characteristics of an engaging and motivated reading environment.
Dimensions of Children's Motivation for Reading and Their Relations to Reading Activity and Reading Achievement
Baker, L., & Wigfield, A. (1999). Dimensions of children's motivation for reading and their relations to reading activity and reading achievement. Reading Research Quarterly,34, 452-477.
Topics Covered:
Access, Equity, and Adequacy;
Literacy and Reading / Writing Instruction;
Literacy and Reading / Writing Instruction;
Early (Pre-K);
Literacy and Reading / Writing Instruction;
Early Elementary (K-3);
Literacy and Reading / Writing Instruction;
Upper Elementary (4-6);
Tags:
Instructional Programs;
Intervention;
Reading;
Summary:
This study was designed to assess dimensions of reading motivation and examine how these dimensions related to students' reading activity and achievement. A heterogeneous urban sample of fifth- and sixth-grade children completed the Motivation for Reading Questionnaire (MRQ; Wigfield & Guthrie, 1997), a questionnaire designed to assess 11 possible dimensions of reading motivation, including self-efficacy, several types of intrinsic and extrinsic reading motives, social aspects of reading, and the desire to avoid reading. The students also completed several different measures of reading activity and reading achievement. Confirmatory factor analyses demonstrated that the proposed dimensions of children's reading motivation could be identified and measured reliably.
Scales based on the different dimensions related positively to one another and negatively to the desire to avoid reading. Mean scale scores on most of the dimensions differed by gender and ethnicity, with girls and African Americans reporting stronger motivation. Mean scale scores on most of the dimensions were similar for fifth- and sixth-grade students and for low and middle income students. All of the scales related to children's reports of their reading activity and several to their reading achievement. The strength of the relations between reading motivation and reading achievement was greater for girls and for white students. Cluster analyses revealed seven distinct groupings of children based on their motivational profiles that were related to reading activity and, to a lesser extent, to reading achievement. The study demonstrates that reading motivation is multidimensional and should be regarded as such in research and in practice.
Early Literacy: Policy and Practice in the Preschool Years
by Dorothy Strickland and Shannon Riley-Ayers
Strickland, D., Riley-Ayers, S. (2006). Early Literacy: Policy and Practice in the Preschool Years. National Institute for Early Education Research (NIEER), Rutgers University.
Topics Covered:
Literacy and Reading / Writing Instruction;
Literacy and Reading / Writing Instruction;
Early (Pre-K);
Tags:
Books and Other Reading Materials;
Comprehension;
Motivation;
Phonics;
Phonological Awareness;
Reading;
Struggling Readers;
Transfer of Literacy Skills;
Vocabulary;
Writing;
Target Population: Preschool, Elementary
Research Questions the Report Poses: The policy paper analyzes the literature for specific skills and abilities that predict early childhood reading outcomes as they age.
Summary: Early childhood professionals have long recognized the importance of language and literacy in preparing children to succeed in school. Early literacy plays a key role in enabling the kind of early learning experiences that research shows are linked with academic achievement, reduced grade retention, higher graduation rates, and enhanced productivity in adult life. This report synthesizes the body of professional knowledge about early literacy and offers research-based recommendations.
Policy Recommendations:
- All children should have access to early childhood programs with strong literacy components that include clear adaptations for children with special needs.
- Early literacy curricula and teaching practices should be evidence-based, integrated with all domains of learning, and understandable to staff members.
- Early literacy standards should be established that articulate with K-12 programs and reflect consistency and continuity with overall program goals.
- Early literacy assessment should use multiple methods and use the information to improve both teaching and the total preschool program.
- Standards for early childhood professionals should require staff to meet early literacy instructional standards.
- Parent involvement programs should have a strong early literacy component that guides parents and caregivers in providing early literacy experiences at home.
- Support for English Language Learners should be specified and provided in both the home language and English where feasible.
Getting Ready for Reading: Early Phoneme Awareness and Phonics Teaching Improves Reading and Spelling in Inner-city Second Language Learners
by M. Stuart
Stuart, M. (1999). Getting ready for reading: early phoneme awareness and phonics teaching improves reading and spelling in inner-city second language learners. British Journal of Educational Psychology, 69, 587-605.
Topics Covered:
Assessment and Accommodations;
Best Teaching Practices / Professional Development;
Tags:
Bilingualism / Biliteracy;
Comprehension;
Fluency;
Instructional Programs;
Motivation;
Phonics;
Phonological Awareness;
Reading;
Spelling;
Struggling Readers;
Vocabulary;
Target Population: Preschool, Elementary
Research Questions the Report Poses: Does a commercially available early literacy program for ELLs improve reading and spelling.
Summary: Previous studies demonstrate that phoneme awareness training, particularly when combined with letter-sound teaching, results in improved reading and spelling development. This study seeks to extend previous findings by including children learning English as a second language, who have typically been excluded from previous studies.
Findings:
- The experimental program accelerated children's acquisition of phoneme awareness and of phonics knowledge;
- Student's ability to apply phoneme awareness and phonics knowledge awareness in reading and writing improved in the experimental group;
- An early focus on teaching phoneme awareness and phonics can significantly improve reading and spelling standards in inner city second language learners.
Policy Recommendations:
Stuart, M. (1999). Getting ready for reading: early phoneme awareness and phonics teaching improves reading and spelling in inner-city second language learners. British Journal of Educational Psychology, 69, 587-605.
How Far Behind in Math and Reading are English Language Learners?
by Pew Hispanic Center / Rick Fry
Fry, R. (2007, June). How far behind in math and reading are English language learners? Washington, DC: Pew Hispanic Center.
Topics Covered:
Assessment and Accommodations;
Tags:
Content Areas: Math;
Reading;
Target Population: Elementary, Middle, High School
Research Questions the Report Poses: How do the scores in reading and mathematics of ELL students compare to the scores in reading and mathematics of white, black, and Hispanic students? What are some of the characteristics of limited English speaking students at different grade levels? Do state based standardized tests produce similar achievement gaps as NAEP when comparing ELL students and other student groups (white, black, Hispanic)?
Summary: The article explores variance in ELL scores in reading and mathematics versus non-ELL scores on a major national test called the NAEP. The author also looks at gaps between ELL students and all other ethnic groups as they matriculate to middle school. The author attributes these gaps to two factors: the declassification of many successful ELL students and increases in new ELL students into the population.
Findings:
- The results of 2005 testing shows that 46% of 4th grade ELL students scored at the lowest level in mathematics on a national test. The same test shows that 73% of those ELL 4th grade students scored at the lowest level in reading. In middle schools 71% of 8th grade students performed at the lowest level in both reading and mathematics.
- Many students are moved out of limited English speaking status as they acquire language skills, while new immigrant students are added to the ELL group. These two factors add to an increased gap between elementary school ELL scores in math and reading and middle school ELL scores in math and reading.
- When comparing ELL student scores to other group scores (white, black, Hispanic) state-based standardized tests produce comparable gaps to the NAEP.
Policy Recommendations:
n/a
To order a hard copy of the report, contact:
1615 L Street, NW Suite 700 Washington, DC 20036-5610
p 202.419.3600
f 202.419.3608
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
To order a hard copy of the report, contact:
n/a
Integrated Vocabulary Instruction: Meeting the Needs of Diverse Learners in Grades K-5
by Camille L. Z. Blachowicz, Peter J. Fisher, Susan Watts-Taffe / Learning Point Associates
Blachowicz, C.L.Z, Watts-Taffe, S. & Fisher, P. (2005). Learning Point Associates.
Topics Covered:
Literacy and Reading / Writing Instruction;
Literacy and Reading / Writing Instruction;
Early Elementary (K-3);
Literacy and Reading / Writing Instruction;
Upper Elementary (4-6);
Tags:
Bilingual Instruction;
Books and Other Reading Materials;
Comprehension;
Differentiated Instruction;
Instructional Programs;
Motivation;
Reading;
Struggling Readers;
Transfer of Literacy Skills;
Vocabulary;
Target Population: Elementary School
Research Questions the Report Poses: What are the different ways that vocabulary can be integrated into the classroom to teach a variety of learners?
Summary: The goal of this document is to provide the information that teachers and other educators need to implement an integrated and comprehensive approach to vocabulary instruction. Integrated means that vocabulary is a core consideration in all grades across the school and in all content areas across the school day. Comprehensive means that vocabulary instruction encompasses much more than a list of words to teach at the beginning of the week. Rather, it involves a common philosophy and shared practices, based on a solid understanding the knowledge base and supported by curricular considerations as well as classroom and school organizational procedures.
Findings:
This article does not contain research findings so much as it contains a collection of strategies and techniques for integrating vocabulary into the classroom. Some of the vocabulary areas covered are:
- Synonyms
- Antonyms
- Compound words
- Root words
- Using technology to teach vocabulary
Policy Recommendations:
None; this is not so much a policy document as it is a collection of strategies for teachers to use to teach vocabulary more effectively. If anything, the policy recommendation is for teachers to begin incorporating some of these techniques.
- Download full article (159KB PDF)*
To order a hard copy of the report, contact:
Learning Point Associates
1100 17th Street N.W., Suite 500
Washington, DC 20036
(P): 800-252-0283
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:
- A comprehensive, consistent system of early childhood professional preparation and ongoing professional development
- Sufficient resources to ensure adequate ratios of qualified teachers to children and small groups for individualizing instruction.
- 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.
- Policies that promote children's continuous learning progress.
- Appropriate assessment strategies that promote children's learning and development.
- Access to regular, ongoing health care for every child.
- Increased public investment to ensure access to high-quality preschool and child care programs for all children who need them.
To order a hard copy of the report, contact:
n/a
Meeting the Literacy Development Needs of Adolescent English Language Learners Through Content Area Learning: Part One: Focus on Motivation and Engagement
by Northeast and Islands Regional Educational Laboratory (LAB), The Education Alliance at Brown University, Julie Meltzer and Edmund Hamann
Meltzer, J. & Hamann, E. (2004). Meeting the literacy development needs of adolescent English language learners. Part one: Focus on motivation and engagement. Northeast and Islands Regional Educational Laboratory.
Topics Covered:
Literacy and Reading / Writing Instruction;
Literacy and Reading / Writing Instruction;
Adolescent (7-12);
Tags:
Content Areas: Math;
Content Areas: Science;
Content Areas: Social Studies;
Motivation;
Placement;
Reading;
Struggling Readers;
Transfer of Literacy Skills;
Vocabulary;
Writing;
Target Population: Middle, High School
Research Questions the Report Poses: Review of the literature concerning student motivation and engagement on literacy development of adolescents and research on the schooling of adolescent ELLs.
Summary: This article reviews the major research findings as they relate to engagement and motivation of ELL adolescents. The highlighted research is meant to explore the confluence of two areas of study—literacy development and schooling practices for ELLs and native English speakers—and serve as a guide for professional development for secondary teachers. The literature review explores school and classroom contexts; instructional principles like relevance, choice, and student-centered classrooms; and instructional practices like scaffolding and activating prior knowledge as they relate to adolescent ELLs.
Findings:
- literacy development and effective instruction for ELL and non-ELL adolescents alike share many commonalities;
- isolated ELL students are further negatively impacted as a result of these findings; and
- content-area teachers may benefit from research and practices designed for ELL teachers
Policy Recommendations:
n/a
To order a hard copy of the report, contact:
The Education Alliance at Brown
222 Richmond Street, Suite 300
Providence, RI 02903-4226
Phone: 800.521.9550
Fax: 401.421.7650
E-mail: info@alliance.brown.edu
Meeting the Literacy Development Needs of Adolescent English Language Learners Through Content Area Learning: Part Two: Focus on Classroom Teaching and Learning Strategies
by Northeast and Islands Regional Educational Laboratory (LAB), The Education Alliance at Brown University, Julie Meltzer and Edmund Hamann
Meltzer, J. & Hamann, E. (2004). Meeting the literacy development needs of adolescent English language learners. Part two: Focus on classroom teaching and learning strategies. Northeast and Islands Regional Educational Laboratory .
Topics Covered:
Literacy and Reading / Writing Instruction;
Literacy and Reading / Writing Instruction;
Adolescent (7-12);
Tags:
Content Areas: Math;
Content Areas: Science;
Content Areas: Social Studies;
Motivation;
Placement;
Reading;
Struggling Readers;
Transfer of Literacy Skills;
Vocabulary;
Writing;
Target Population: Middle, High School
Research Questions the Report Poses: What instructional practices dovetail in both the ELL adolescent literacy literature and non-ELL adolescent literacy literature?
Summary: As with part one of this publication, part two amounts to a literature review. Part two looks for congruous instructional practices that are good for secondary ELL and native English speakers alike. The article shifts through a series of discussions about a variety of domains related to teaching and arrives at a conclusion in support of strategies beneficial to ELL students and native English language students.
Findings:
Eight instructional approaches are supported in both literatures (what's good for ELL adolescents and adolescent native English speakers):
- teacher modeling, strategy instruction, and using multiple forms of assessment;
- emphasis on reading and writing;
- emphasis on speaking and listening/viewing;
- emphasis on thinking;
- creating a learner-centered classroom;
- recognizing and analyzing content-area discourse features;
- understanding text structures within the content areas; and
- vocabulary development.
Policy Recommendations:
n/a
To order a hard copy of the report, contact:
The Education Alliance at Brown
222 Richmond Street, Suite 300
Providence, RI 02903-4226
Phone: 800.521.9550
Fax: 401.421.7650
E-mail: info@alliance.brown.edu
Practical Guidelines for the Education of English Language Learners: Research-based Recommendations for the Instruction and Academic Interventions
by David J. Francis and Mabel Rivera/Center on Instruction English Language Learners Strand, Nonie Lesaux and Michael Kieffer/Havard Graduate School of Education, Hector Rivera/Center on Instruction English Language Learners Strand
Francis, David J., Mabel Rivera, Nonie Lesaux, and Hector Rivera. (2006). Research-Based Recommendations for Instruction and Academic Interventions. Practical Guidelines for the Education of English Language Learners, Retrieved April 11,2008, from http://www.centeroninstruction.org/files/ELL1-Interventions.pdf
Topics Covered:
About ELLs;
Assessment and Accommodations;
Learning Disabilities and Special Education;
Literacy and Reading / Writing Instruction;
Tags:
American Indian ELL Students;
Asian ELL Students;
Comprehension;
Content Areas: Math;
Fluency;
Instructional Programs;
Intervention;
Language of Instruction;
Language Proficiency;
Latino ELL Students;
Other ELL Students (Middle Eastern, African, European, etc.);
Phonics;
Phonological Awareness;
Reading;
Struggling Readers;
Vocabulary;
Writing;
Target Population: Elementary School, Middle School, High School
Research Questions the Report Poses: What students are classified as being English Language Learners? How are they best identified, and what recommendations should be made to more adequately instruct possible ELL students to prevent further learning difficulties?
Summary: After briefly highlighting the characteristics of and how to best identify ELL students the articles attempts to show the importance of effective instruction and intervention not only for academically struggling ELL students, but also for all ELL students including those individuals who are linguistically fluent in English. Before looking into the proposed recommendations the article also briefly looks into the importance of mastering academic language skills as key elements to academic success. The importance of academic language skills is revisited under the recommendations sections for both reading comprehension and mathematics.
Findings:
- Statistics for ELLs may be hard to obtain or may be inaccurate since many ELL students go without being properly identified
- ELL students can better from more individualized instruction
- Mastery of academic language is necessary for academic success, which can prove to be difficult even for English speaking proficient ELLs
- In order to provide effective support of reading comprehension to ELLs educators must have an understanding of the child's individual needs
- In addition to reading comprehension it is crucial for students to become proficient in mathematics
Policy Recommendations:
While the article did not have any specific policy recommendations the recommendations listed in the article could be taken as such and thus included in this section.
Recommendations for Reading Instruction and interventions:
- ELLs need early, explicit, and intensive instruction in phonological awareness and phonics in order to build decoding skills.
- K-12 classrooms across the nation must increase opportunities for ELLs to develop sophisticated vocabulary knowledge.
- Reading instruction in K-12 classrooms must equip ELLs with strategies and knowledge to comprehend and analyze challenging narrative and expository texts.
- Instruction and intervention to promote ELLs' reading fluency must focus on vocabulary and increased exposure to print.
- In all K-12 classrooms across the U.S., ELLs need significant opportunities to engage in structured, academic talk.
- Independent reading is only beneficial when it is structured and purposeful, and there is a good reader-text match.
- ELLs need early explicit and intensive instruction and intervention in basic mathematics concepts and skill.
- Academic language is as central to mathematics as it is to other academic areas. It is a significant source of difficulty for many ELLs who struggle with mathematics.
- ELLs need academic language support to understand and solve the word problems that are often used for mathematics assessment and instruction.
To order a hard copy of the report, contact:
N/A
Pre-K and Latinos: The Foundation for America's Future
Garcia, E.E., Gonzales, D.M. (2006). Pre-K and Latinos: The Foundation for America's Future. Pre-K Now Research Series: Washington, DC.
Topics Covered:
Access, Equity, and Adequacy;
Data (Demographics, Facts, and Figures);
Literacy and Reading / Writing Instruction;
Literacy and Reading / Writing Instruction;
Early (Pre-K);
Parent Outreach;
Tags:
Bilingual Instruction;
Bilingualism / Biliteracy;
Latino ELL Students;
Parent Involvement and Outreach / PTA;
Reading;
Summary:
Latino families care about education, but many do not participate in preschool programs. Although Latinos are at great risk for school failure, research shows that they benefit more from Pre-K programs than children of other ethnic groups. This report from Pre-K Now discusses how to make preschool effective and accessible so that all Latino children get a strong foundation for learning.
- Download full report (128KB PDF)*
- Download Executive Summary in Spanish (7KB PDF)*
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
Technology and Teaching Children to Read
by Diana Sherman, Glenn Kleiman, and Kirsten Peterson
Sherman, D., Kleiman, G., and Peterson, K. (2004). Technology and Teaching Children to Read. Education Development Center.
Topics Covered:
Best Teaching Practices / Professional Development;
Literacy and Reading / Writing Instruction;
Technology;
Tags:
Comprehension;
Fluency;
Motivation;
Phonics;
Phonological Awareness;
Reading;
Vocabulary;
Target Population: Preschool, Elementary, Middle, High School
Research Questions the Report Poses: What does recent research say about the benefits of technology in helping students learn to read?
Summary: Reading specialists, technology specialists, and classroom teachers: Look here for ways to effectively implement technology within K-6 reading programs. Research-based guidelines from the National Reading Panel report (NRP, 2000) frame the discussion about the potential uses of multimedia digital technology to enhance reading instruction.
Findings:
- Available research points to many possibilities for technology to enhance reading instruction
- Decisions about the effective uses of technology need to be based on an understanding of the school or district reading program
- Understanding of the potential uses of technology and a careful analysis of the alignment between the needs of the reading program and the capabilities brought by the technology is vital
- Technology can help make a good reading program more effective, but technology's value depends upon the quality of the overall reading program and the thoughtful and careful implementation of technology
Policy Recommendations:
N/A
To order a hard copy of the report, contact:
N/A
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.
Urgent but Overlooked: The Literacy Crisis Among Adolescent English Language Learners
by Alliance for Excellent Education
(February 2007). Urgent but overlooked: The literacy crisis among adolescent English Language Learners. Retrieved April 11, 2008, from Alliance For Excellent Education Web site: http://www.all4ed.org/files/UrgentOver.pdf
Topics Covered:
About ELLs;
Assessment and Accommodations;
Bilingual Education;
Literacy and Reading / Writing Instruction;
Tags:
American Indian ELL Students;
Asian ELL Students;
Bilingual Instruction;
Comprehension;
Differentiated Instruction;
Fluency;
Instructional Programs;
Intervention;
Language of Instruction;
Language Proficiency;
Latino ELL Students;
Other ELL Students (Middle Eastern, African, European, etc.);
Reading;
Transfer of Literacy Skills;
Target Population: Pre-K, Elementary School, Middle School, High School
Research Questions the Report Poses: What factors prevent ELL students from receiving effective literacy instruction?
Summary: ELL students represent the fastest growing segment of the student population and yet with respect to reading and literacy rates they are among the country's lowest performing students. This article looks at the crisis of low literacy rates among ELL students, what research is currently being done, the findings of that research, addresses key policy questions needing to be addressed by policymakers as well as a brief look into the types of support needed in order to provide ELL students with effective literacy instruction.
Findings:
- ELLs comprise 10.5 percent of the nation's pre-K-12 school enrollment, up from 5 percent in 1990
- ELLs continually score lower on the reading portion of the National Assessment of Educational Progress
- As the population of ELL students increases so does the demand from teachers for better methods of instruction
- The literacy needs of ELLs are both identical and distinct to their English-proficient peers
- Local, state, and federal policymakers need to address effect of the growing ELL student population's effect on demographic trends, educational challenges, school performance, etc.
- Improvements must be made on the types of support available to teachers working with ELL students, with special recognition that there are no one size fits all approaches to effective literacy instruction
- It should be the goal of the nation to educate all students
Policy Recommendations:
N/A
To order a hard copy of the report, contact:
N/A
