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 (Pre-K)
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)
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.
- 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
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
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)*
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
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