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.
Early Elementary (K-3)
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)*
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.
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.
- Download research brief (89KB PDF)*
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.
- 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
Reading Storybooks to Kindergartners Helps Them Learn New Vocabulary Words
by By Claudia Robbins and Linnea C. Ehri
Robbins, C., & Ehri, L. C. (1994). Reading storybooks to kindergartners helps them learn new vocabulary words. Journal of Educational Psychology, 86, 54-64.
Topics Covered:
Best Teaching Practices / Professional Development;
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;
Vocabulary;
Target Population: Preschool, elementary
Research Questions the Report Poses: The research seeks to identify whether reading to kindergarteners improves their vocabulary skills.
Summary: In sessions conducted individually, 45 kindergartners who were nonreaders listened to an adult read the same storybook twice, 2-4 days apart, and then completed a posttest measuring their knowledge of the meanings of 22 unfamiliar words, half of which had appeared in the story. Children recognized the meanings of significantly more words from the story than words not in the story, indicating that storybook reading was effective for building vocabulary. Gains were greater among children with larger entering vocabularies.
Findings:
Children recognized the meanings of significantly more words from the story than words not in the story, indicating that storybook reading was effective for building vocabulary. Gains were greater among children with larger entering vocabularies.
Policy Recommendations:
N/A
To order a hard copy of the report, contact:
APA Service Center
750 First Street, NE
Washington, DC 20002-4242
Phone: 800-374-2721 or 202-336-5510
TDD/TTY: 202-336-6123
Fax: 202-336-5502
Waiting Rarely Works: Late Bloomers Usually Just Wilt
by American Federation of Teachers
American Federation of Teachers. (2004). Waiting Rarely Works: Late Bloomers Usually Just Wilt. American Educator: Washington, D.C.
Topics Covered:
Literacy and Reading / Writing Instruction;
Literacy and Reading / Writing Instruction;
Early Elementary (K-3);
Tags:
Comprehension;
Instructional Programs;
Struggling Readers;
Target Population: Elementary
Research Questions the Report Poses: Do struggling readers catch up? Do readers who are behind other students in initial grades ever catch up to their classmates' levels of achievement in later grades?
Summary: Until about a decade ago, the idea of a child being a "late bloomer" was accepted among researchers and educators as a valid reason for a child learning at a slower pace than peers. It was thought that these children would eventually bloom in their reading, but that they would just do it a bit later than their peers. Known as the "developmental lag theory," it justified the common practice of delaying the diagnosis of reading problems until they were quite severe. But more recently, long after many teachers ended their formal education training, researchers have been able to put the developmental lag theory to rest. Rather than a lag, early reading weakness is now defined as a skill deficit.
Findings:
- Children who lag behind their peers in reading achievement in early grades tend to not catch up to their peers in later grades.
- The failure to catch up is a skill deficit, not a developmental problem.
Policy Recommendations:
- Increased focus on identifying and working with struggling readers in early grades so that they can get the emphasis they need before they fall behind
To order a hard copy of the report, contact:
n/a
From Santiago, Chile, please accept my most sincere congratulations for the wonderful work you are developing. I am a librarian and your articles, activities, and recommended books have supported my work in the library, where I work for children, parents, educators, and other librarians.
~ Paulina O.
