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.
Fluency
Are California's Reading Textbooks Adequate for Teaching English Learners?
by University of California's Linguistic Minority Research Institute / Robert Calfee
Calfee, R. (2006). Are California's Reading Textbooks Adequate for Teaching English Learners? University of California Linguistic Minority Research Institute: Santa Barbara, CA.
Topics Covered:
Access, Equity, and Adequacy;
Tags:
Bilingual Instruction;
Comprehension;
Curriculum;
Differentiated Instruction;
Fluency;
Instructional Programs;
Rights, Students;
Struggling Readers;
Transfer of Literacy Skills;
Vocabulary;
Writing;
Target Population: Elementary School
Research Questions the Report Poses: Are California's Reading Textbooks Adequate for Teaching English Learners?
Summary: In 2002, the California State Board of Education adopted programs that required publishers to meet the language arts needs of ELLs. This article is a review of the ELL supplement, the Teacher's Edition for the supplement, and two of the reading series included with the supplement. It also surveys 57 elementary school teachers on their experiences with the materials and the related professional development.
Findings:
- The materials offered little specific ELL assistance to students of teachers, and what was offered was contrary to best practice.
- The professional development for ELL instruction was limited in both time and scope.
- The "supplement strategy" mandated by the Board was practically unworkable.
Policy Recommendations:
- Design an instructional support system that helps teachers deal with student diversity
- Directly address the issues of effective instruction for ELL students
- Advise how to manage student differences and time allocation
- Develop a program of ongoing professional development
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)*
California's Linguistic Minority Public School Students, 2005
by University of California Linguistic Minority Research Institute / Russell W. Rumberger
Rumberger R. California's Linguistic Minority Public School Students, 2005. (2005). Santa Barbara, California: University of California Linguistic Minority Research Institute.
Topics Covered:
Data (Demographics, Facts, and Figures);
Tags:
Fluency;
Language Proficiency;
Latino ELL Students;
Target Population: Elementary school, middle school, high school
Research Questions the Report Poses: None; merely presentation of data
Summary: This document contains a chart that has the grade breakdowns of all linguistic minority students in the state of California as well as grade breakdowns of just Spanish-speaking linguistic minority students in the state. All data are from the 2004-05 school year.
Findings:
- In the 2004-2005 school year, 2.6 million of California's 6.3 million schoolchildren were classified as linguistic minorities. This equates to 42 percent of schoolchildren.
- Of those 2.6 million, 1.6 million are classified as English Learners (EL) while the other 1 million are classified as Fluent English Proficient (FEP)
Policy Recommendations:
None
To order a hard copy of the report, contact:
The University of California Linguistic Minority Research Institute
Russell W. Rumberger, Director
University of California, Santa Barbara
4722 South Hall, MC 3220
Santa Barbara, CA 93106-3220
E-Mail: russ@lmri.ucsb.edu
Phone: (805) 893-2250
Fax: (805) 893-8673
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)*
Ensuring Academic Success for English Learners
by Laurie Olson, UC Linguistic Minority Research Institute
Olsen, L. (2006). Ensuring Academic Success for English Learners. University of California: Linguistic Minority Research Institute.
Topics Covered:
Assessment and Accommodations;
Tags:
Bilingual Instruction;
Bilingualism / Biliteracy;
Comprehension;
Curriculum;
Differentiated Instruction;
Fluency;
Instructional Programs;
Intervention;
Language of Instruction;
Language Proficiency;
Parent Involvement and Outreach / PTA;
Struggling Readers;
Transfer of Literacy Skills;
Vocabulary;
Writing;
Target Population: Preschool, Elementary, Middle, High School
Research Questions the Report Poses: The paper provides an overview of research and knowledge that educators can use to create schools in which English learners thrive and achieve at high levels.
Summary: This report, or position paper, highlights nine elements of a strong program, based on three decades of research. The report recommends best practices that include accessible preschool programs, support for newcomers of all ages, and a focus on English language development.
Policy Recommendations:
- Invest in building a qualified educator workforce;
- Build a meaningful accountability system for English learners;
- Assure that educators have the materials they need to deliver high quality English Language Development; and
- Demonstrate new models of successful schools for English learners
To order a hard copy of the report, contact:
University of California
Linguistic Minority Research Institute
4722 South Hall
Santa Barbara, CA 93106-3220
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.
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.
Improving Assessment and Accountability for ELLs in the No Child Left Behind Act
by National Council of La Raza (NCLR); Melissa LazarÍn
Lazarín, M. (2006). Improving Assessment and Accountability for English Language Learners in the No Child Left Behind Act. National Council of La Raza: Washington, DC.
Topics Covered:
Assessment and Accommodations;
NCLB and AYP;
Tags:
Bilingual Instruction;
Bilingualism / Biliteracy;
Comprehension;
Fluency;
Instructional Programs;
Intervention;
Language of Instruction;
Language Proficiency;
Latino ELL Students;
Placement;
Target Population: Elementary, Middle, High School
Research Questions the Report Poses: This issue brief is designed to help inform future dialogue on assessment and accountability. The brief examines the progress and manner in which states have implemented the federal law's accountability and testing provisions with respect to ELLs.
Summary:
At over 10% of the U.S. student body, English language learners in grades K-12 hold significant influence over the success of national school improvement. No Child Left Behind (NCLB) has set out to insure accountability in the academic achievement of all students, but it faces political and administrative challenges.
This report from the National Council of La Raza (NCLR) provides an overview of the assessment and accountability provisions of NCLB affecting ELLs, the challenges of implementation in various states and districts, and policy recommendations for improving the law's effectiveness for ELLs.
Findings:
NCLB implementation with respect to ELLs has failed to live up to the law's promise. State and district accountability systems not only must include ELLs, they must be implemented in a way that effectively closes the existing academic achievement gap for ELLs.
Policy Recommendations:
- The U.S. Department of Education should increase research and investment in the development of a range of appropriate assessments and testing accommodations, including native-language and simplified English tests for ELLs.
- The U.S. Department of Education should provide firm guidance to states regarding the law's directive to assess ELLs "to the extent practicable, in the language and form most likely to yield accurate data."
- With enforcement by the U.S. Department of Education, states and districts must continue to assess ELLs and include them in AYP determinations.
- The Administration and Congress should fine-tune the definition of AYP for ELLs.
- The U.S. Department of Education and Congress should enhance accountability measures for secondary ELLs, particularly lateentrant ELLs. The U.S. Department of Education, states, and districts should improve reporting of assessment data and other AYP indicators to parents of ELLs.
- The U.S. Department of Education and Congress should ensure equitable access to supplemental services for ELLs.
- The President and Congress must increase the federal investment in English language learner programs (Title III).
- The U.S. Department of Education should increase its investment in the development of assessments for ELLs The President and Congress should increase federal support for Parent Assistance Programs.
- States should ensure fiscal equity in their education finance systems, with adequate inclusion of resources for ELLs.
To order a hard copy of the report, contact:
The National Council of La Raza (NCLR)
Attention: Office of Publications
Raul Yzaguirre Building
1126 16th Street, NW
Washington, D.C. 20036
Tel: 202.785.1670
Fax: 202.776.1794
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
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:
- 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
Linguistic Life Expectancies: Immigrant Language Retention in Southern California
by Ruben G. Rumbaut, Douglas S. Massey, and Frank D. Bean
Rumbaut, R.G., Massey D.S., and Bean, F.D. (2006). Linguistic Life Expectancies: Immigrant Language Retention in Southern California. Population and Development Review, 32(3), 447-460.
Topics Covered:
Data (Demographics, Facts, and Figures);
Tags:
Bilingualism / Biliteracy;
Fluency;
Language of Instruction;
Language Proficiency;
Latino ELL Students;
Target Population: Pre-school, Elementary, Middle, High School, Post-Secondary
Research Questions the Report Poses: How long can immigrant populations be expected, on average, to remain fluent in their languages of origin?
Summary: In what serves as a response to Samuel P. Huntington's Who Are We? The Challenges of America's National Identity, the authors research how many generations it takes for English to become the language spoken at home in Spanish-speaking households in southern California. Southern California was chosen as the site for this study because 1 out of 5 immigrants in the country resided in one of the six counties of southern California. The authors apply mortality rate formulas to their data in order to procure life expectancy curves for fluency.
Findings:
- The probability is 97% that a great grandchild of Mexican immigrants will not speak Spanish
- Mexican Spanish can be expected to have a life expectancy of 3.1 generations
- Guatemalan and Salvadoran Spanish can be expected to have a life expectancy of 2.8 generations
- Spanish spoken by other Latin Americans can be expected to have a life expectancy of 2.6 generations
Policy Recommendations:
No policy recommendations offered
To order a hard copy of the report, contact:
n/a
National Literacy Panel's Executive Summary
Developing Literacy in Second-Language Learners: Report of the National Literacy Panel on Language-Minority Children and Youth.
by National Literacy Panel, Diane August, Timothy Shanahan
August, D. and Shanahan, T. (2006). Developing Literacy in Second-Language Learners: Report of the National Literacy Panel on Language-Minority Children and Youth. Center for Applied Linguistics, Lawrence Erlbaum Associates: Mahwah, NJ.
Tags:
Bilingual Instruction;
Bilingualism / Biliteracy;
Comprehension;
Content Areas: Math;
Content Areas: Science;
Content Areas: Social Studies;
Content Areas: The Arts;
Curriculum;
Differentiated Instruction;
Fluency;
Instructional Programs;
Intervention;
Language of Instruction;
Language Proficiency;
Phonics;
Phonological Awareness;
Placement;
Vocabulary;
Writing;
Target Population: Preschool, Elementary, Middle, High School
Research Questions the Report Poses: How do ELL students acquire literacy in a second language?
Summary: The National Literacy Panel on Language Minority Children and Youth systematically and rigorously examined the research on acquiring literacy in a second language. The full report was never published but the executive summary is useful for its vision and purposeful intent.
Findings:
- Instructional approaches that focus on phonemic awareness, phonics, fluency, vocabulary, and text comprehension-have clear benefits for ELLs. Like their native English speaking peers, ELLs benefit from these strategies as well as writing instruction.
- For students to become literate in English several instructional qualities need to be met including: content coverage, intensity and thorough instruction,
- ELL specific instruction, monitoring learning, and teacher preparation.
- Oral proficiency and literacy in the first language can be used to facilitate literacy development in English.
- Researchers have documented few sociocultural impacts on literacy achievement or development. However, researchers have found that home language experiences can have a positive impact on literacy achievement.
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
Repeated Reading to Enhance Fluency: Old Approaches and New Directions
Meyer, M. S., & Felton, R. H. (1999). Repeated reading to enhance fluency: Old approaches and new directions. Annals of Dyslexia, 49, 283-306.
Topics Covered:
Best Teaching Practices / Professional Development;
Literacy and Reading / Writing Instruction;
Tags:
Fluency;
Phonological Awareness;
Struggling Readers;
Summary: As phoneme awareness deficits and resulting decoding weaknesses are increasingly addressed, there is heightened awareness of the role of fluency in reading. This paper reviews the history of fluency training, discusses the theoretical bases of such training, and summarizes the current knowledge about the efficacy of training procedures. It focuses on Repeated Reading (RR), the most familiar and researched approach to fluency training. Outcome data on Repeated Reading, presented in the form of questions, is meant to answer practitioner's questions about implementation and efficacy and to provide a starting point for researchers interested in the topic. Although some answers are straightforward, others indicate the subtleties involved in answering the broad question: Does Repeated Reading work? In addition to a list of practical suggestions based on Repeated Readings findings, three new approaches to fluency training are introduced.
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 Return to English in a Non-English Speaking Country: Russian Immigrants and Native Israelis in Israel
by Kevin Lang and Erez Siniver/National Bureau of Economic Research
Lang, Kevin and Siniver, Erez, The Return to English in a Non-English Speaking Country: Russian Immigrants and Native Israelis in Israel (August 2006). NBER Working Paper No. W12464.
Topics Covered:
About ELLs;
Access, Equity, and Adequacy;
Data (Demographics, Facts, and Figures);
Higher Education and Careers;
Tags:
Bilingualism / Biliteracy;
Fluency;
Language Proficiency;
Other ELL Students (Middle Eastern, African, European, etc.);
Target Population: High School, Post-Secondary
Research Questions the Report Poses: What role does English play for Russian immigrants to Israel and Israel natives? How does this role differ?
Summary: The purpose of the study presented is to examine the return to English knowledge by reviewing samples of Russian immigrants and Israeli natives. The importance of such data as cited by the article is 1) due to the high level of press on/about globalization and the importance of foreign language knowledge, 2) that examining the Hebrew acquisition as well as the English acquisition among Russian immigrants to Israel they are addressing the criticism of literature on the role of host-country language acquisition on assimilation, and 3) to contribute to other literature showing language-skill complementarities.
Findings:
Below are the findings as listed in the report (p. 2):
- In cross-section estimates there is a significant return to English knowledge for both immigrants and natives with high levels of education.
- Language acquisition is an important element in immigrant/native earnings convergence, but most of this convergence is explained by factors other language acquisition.
- The results are confirmed using panel data on wages and knowledge of Hebrew and English over time.
- The benefits of English knowledge vary across occupations in ways that are largely consistent with past evidence on language-skill complementarities.
- Natives and immigrants with high levels of education benefit similarly from knowing English. While immigrants with low levels of education do not benefit from knowledge of English, there is some evidence that native Israelis do.
- Conditional on occupation the rate at which immigrants learn English and Hebrew are largely orthogonal. Therefore earlier work on the importance of knowledge of the host country language (Hebrew) does not appear to be significantly biased by the absence of measures of English knowledge.
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
