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Research & Reports

Literacy and Reading / Writing Instruction

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

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:

  1. What is the policy background for the provision of ESL courses in California? What distinguishes adult schools from other providers?
  2. 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?
  3. 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?
  4. 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

Children in Immigrant Families - The U.S. and 50 States: National Origins, Language, and Early Education

by Child Trends and the Center for Social and Demographic Analysis at SUNY-Albany / Donald Hernandez, Nancy Denton, and Suzanne Macartney

Hernandez, D., Denton, N., and Macartney, S. (2007, April). Child Trends and Children in Immigrant Families - The U.S. and 50 States: National Origins, Language, and Early Education. Albany, NY: Center for Social and Demographic Analysis at SUNY-Albany

Topics Covered: Data (Demographics, Facts, and Figures); Higher Education and Careers; Learning Disabilities and Special Education; Literacy and Reading / Writing Instruction; Literacy and Reading / Writing Instruction; Early (Pre-K);

Tags: Asian ELL Students; Bilingual Instruction; Bilingualism / Biliteracy; Latino ELL Students; Other ELL Students (Middle Eastern, African, European, etc.); Parent Involvement and Outreach / PTA;

Target Population: Preschool

Research Questions the Report Poses: None; instead makes the case that newcomer families and the children within them are, and will continue to be, a significant demographic in American education

Summary: At the time of this report's publishing, children from newcomer families (families with at least one foreign-born parent) account for 20 percent of the nation's schoolchildren. This research brief, whose data is based on the year 2000 census, makes the case that children of newcomer families will continue to make up a significant portion of American schoolchildren, especially since rates of white, non-Hispanic schoolchildren are expected to decline in the coming decades. The report notes that the specific national origin of newcomer families varies widely from state to state. It also makes the assertion that the nearly 50% of children in newcomer families who speak both English and another language well represent a great opportunity to promote bilingualism in the United States. However, the nearly 25% of children in newcomer families who live in linguistically isolated households will continue to pose a challenge for the American education system. The report also cites children from newcomer families going to pre-school with lower prevalence than children from native born families.

Findings:

  • 25 percent of children from newcomer families have a parent who was born in the United States.
  • Two-thirds of children from newcomer families have parents who have lived in the United States for ten or more years.
  • 80% of children from newcomer families are US citizens
  • Almost 60% of children have at least one parent who speaks English exclusively or very well
  • Three-quarters of children from newcomer families speak English exclusively or very well
  • Almost half of newcomer children speak both English and another language fluently or close to fluently
  • Approximately a quarter of newcomer children are from linguistically isolated households
  • Children from newcomer families going to pre-school with lower prevalence than children from native born families

Policy Recommendations:

  • More resources need to be devoted to getting good early education to children from newcomer families
  • A re-examination must take place of education policy toward language instruction, especially views of bi-literacy and bilingualism
  • Education programs can and should improve outreach to newcomer parents

To order a hard copy of the report, contact:
Child Trends
Bonnie Wahiba
4301 Connecticut Avenue, NW
Suite 350
Washington, DC 20008
E-Mail: bwahiba@childtrends.org
Phone: (202) 572-6136
Fax: (202) 362-8420 (third floor, Suite 350)

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.

ELLs: Boosting Academic Achievement

by American Educational Research Association

Resnick, L.B., Ed. (2004). English Language Learners: Boosting Academic Achievement. Research Points, 2(1). American Educational Research 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);

Tags: Bilingual Instruction; Bilingualism / Biliteracy; Comprehension; Fluency; Instructional Programs; Language Proficiency; Phonics; Phonological Awareness; Placement; Spelling; Transfer of Literacy Skills; Vocabulary;

Target Population: Preschool, Elementary

Research Questions the Report Poses: Beyond the debate over bilingual versus English-only education, the fundamental question remains: What are the best ways to teach English literacy to English language learners, and what rate of achievement in English is realistic to expect?

Summary:

With nearly one in twelve public school children receiving special assistance to learn English, researchers are investigating effective ways to teach English literacy and boost academic achievement for ELLs. This American Educational Research Association brief estimates that with explicit phonics instruction and frequent assessment, young ELLs can master the basics of English literacy. To sustain academic achievement, vocabulary and comprehension strategies must continue to develop in a structured, supported, and inclusive learning environment.

Findings:

  • ELLs need the same kind of reading instruction that works for native speakers, more of it, and they need to be watched carefully so they get help adjusted to their language development needs as soon as they encounter problems;
  • ELL students can learn basic English reading skills in two years, but their chances of falling behind later in school are greater than native English speaking children;
  • There is no evidence that the extra teaching that ELLs need can be effectively offered in "pullout" programs that are not closely integrated with the main literacy program;
  • ELLs benefit from lengthening the school day and/or year; and
  • ELLs need teachers who can deliver reading instruction shown to be most effective, and these teachers need intensive professional development

Policy Recommendations:

  • Give English language learners extra time and instruction in literacy, either through longer school days or extended years;
  • Assign the best teachers to English learners and provide professional development in effective teaching strategies;
  • Use proven techniques for teaching basic word recognition skills, including phonics and phonological awareness;
  • Provide lots of practice reading and frequent assessments to pinpoint children's reading strengths and weaknesses;
  • Provide structured academic conversation, built around books and other subject matter activities to build vocabulary and comprehension; and
  • Provide several years of intensive, high-quality instruction to help students master the vocabulary, comprehension, and oral language skills that will make them fully fluent in speaking, reading, and writing English.

Fluency: Bridge Between Decoding and Reading Comprehension

Pikulski, J. J., & Chard, D. J. (2005). Fluency: Bridge Between Decoding and Reading Comprehension. The Reading Teacher, 58, 510-519.

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

Tags: Comprehension; Fluency; Vocabulary;

Summary: Abstract:
A deep, developmental construct and definition of fluency, in which fluency and reading comprehension have a reciprocal relationship, is explicated and contrasted with superficial approaches to that construct. The historical development of fluency is outlined, along with conclusions of the U.S. National Reading Panel, to explore why fluency has moved from being "the neglected aspect of reading" to a popular topic in the field.

A practical, developmental instructional program based largely on the theoretical framework and research findings of Linnea Ehri is delineated. The nine essential components of that program include building the graphophonic foundations for fluency; building and extending vocabulary and oral language skills; providing expert instruction and practice in the recognition of high-frequency vocabulary; teaching common word parts and spelling patterns; teaching, modeling, and providing practice in the application of a decoding strategy; using appropriate texts to coach strategic behaviors and to build reading speed; using repeated reading procedures as an intervention approach for struggling readers; extending growing fluency through wide independent reading; and monitoring fluency development through appropriate assessment procedures.

The position taken throughout the piece is that teaching, developing, and assessing fluency must always be done in the context of reading comprehension.

Fluent and Nonfluent Forms of Transfer in Reading: Words and Their Message

by Heather J. Faulkner, Betty Ann Levy

Faulkner, H., & Levy, B.A. (1999). Fluent and nonfluent forms of transfer in reading: Words and their message. Psychonomic Bulletin & Review, 6, 111-116.

Topics Covered: Literacy and Reading / Writing Instruction;

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

Target Population: No target, instead considers reading skills in general. First experiment uses elementary school students, the second uses undergraduate students.

Research Questions the Report Poses: Do readers understand a passage because of the individual words in that passage or because of the order of the passage's words as a whole?

Summary: Abstract:
In two experiments, we examined transfer to the reading of a normal text from a prior reading of that intact text or from a prior reading of a scrambled word version of the passage. In Experiment 1, we studied good and poor readers in Grade 4; in Experiment 2, high- and low-ability undergraduate readers. Good readers at both ages showed rereading benefits only when the prior reading was of the intact text, with no reliable benefit from experience with words only. The poorer readers showed reliable rereading benefits even when only the words, in a scrambled order, were read on the first encounter. The results are discussed in terms of two forms of transfer: nonfluent reading transfer when attention must be focused on word recognition and fluent rereading transfer when word recognition is skilled so that attention can be focused on text processing.

Findings:
If a reader is reading fluently, comprehension largely takes place on the whole-text level (i.e. sentences and paragraphs), but if the reader is at a lower level and not reading fluently then comprehension occurs at the single word level. This held true for readers at both the fourth grade and undergraduate levels.

Policy Recommendations:
None. This is not a policy piece; instead it is a research report. See findings.

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

Improving Reading Comprehension of English Learners Through Listening Comprehension Instruction

by University of California's Linguistic Minority Research Institute / Emily Solari

Solari, E. (2007). Improving Reading Comprehension of English Learners through Listening Comprehension Instruction. University of California Linguistic Minority Research Institute: Santa Barbara, California

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: Differentiated Instruction; Fluency; Instructional Programs; Latino ELL Students; Phonics; Phonological Awareness; Struggling Readers; Transfer of Literacy Skills; Vocabulary;

Target Population: Preschool, Elementary

Research Questions the Report Poses: Can focusing on listening comprehension help ELLs to improve their overall literacy?

Summary: The article is a summary of research conducted on Spanish-speaking kindergarten students. The aim of the research was to see if, by concentrating on listening comprehension with on a group of students, their reading comprehension could be raised. The research was conducted using both at risk and non-at risk students, and results were compared against a control group that did not receive emphasis on listening comprehension.

Findings:

  • Intervention for ELL kindergarteners, both at-risk and non at-risk, can concentrate on an important pre-cursor to reading comprehension (i.e. listening comprehension) without loss of positive effects on word level skills.

Policy Recommendations:
No recommendations given other than to examine more closely the use of listening comprehension and other reading pre-cursors in interventions.

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.

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). (1998). 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.

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

Matthew Effects in Reading: Some Consequences of Individual Differences in the Acquisition of Literacy

Stanovich, Keith E. (1986). Matthew effects in reading: Some consequences of individual differences in the acquisition of literacy. Reading Research Quarterly, 22, 360-407.

Topics Covered: Literacy and Reading / Writing Instruction;

Summary: A framework for conceptualizing the development of individual differences in reading ability is presented that synthesizes a great deal of the research literature. The framework places special emphasis on the effects of reading on cognitive development and on "bootstrapping" relationships involving reading. Of key importance are the concepts of reciprocal relationships – situations where the causal connection between reading ability and the efficiency of a cognitive process is bidirectional – and organism-environment correlation – the fact that differentially advantaged organisms are exposed to nonrandom distributions of environmental quality. Hypotheses are then advanced to explain how these mechanisms operate to create rich-get-richer and poor-get-poorer patterns of reading achievement. The framework is used to explicate some persisting problems in the literature on reading disability and to conceptualize remediation efforts in reading.

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):

  1. teacher modeling, strategy instruction, and using multiple forms of assessment;
  2. emphasis on reading and writing;
  3. emphasis on speaking and listening/viewing;
  4. emphasis on thinking;
  5. creating a learner-centered classroom;
  6. recognizing and analyzing content-area discourse features;
  7. understanding text structures within the content areas; and
  8. 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

National Literacy Panel's Executive Summary

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.

Topics Covered: About ELLs; Literacy and Reading / Writing Instruction; Multicultural Education / Diversity / Culturally-Responsive Inst; Parent Outreach;

Tags: Bilingual Instruction; Comprehension; Latino ELL Students; Transfer of Literacy Skills;

Summary:

In 2002, the U.S. Department of Education charged a panel of experts, chaired by Timothy Shanahan, with reviewing and compiling research on literacy attainment for language-minority students.

The panel's report, Developing Literacy in Second-Language Learners, identifies factors that support literacy development of language minority students in the classroom. It also discusses various findings on parent involvement and home literacy experiences and offers suggestions for reducing the over-representation of English language learners in special education.

Last year, the Department of Education said the report didn't stand up to peer review and decided not to release the report. The Center for Applied Linguistics (CAL) has released the report's executive summary, written by principal investigator Diane August.

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.
Recommendations for Mathematics Instruction:

  • 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.