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.
Instructional Programs
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)*
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.
Descriptive Study of Services to LEP Students and LEP Students with Disabilities
U.S. Department of Education. (2002). To assure the free appropriate public education of all children with disabilities: Twenty-fourth annual report to Congress on the implementation of the Individuals with Disabilities Act. Washington, D.C.: U.S. Department of Education.
Zehler, A. M., Fleischman, H. L., Hopstock, P. J., Pendzick, M. L., & Stephenson, T. G. (2003). Descriptive study of services to LEP students and LEP students with disabilities (No. 4 Special topic report: findings on special education LEP students). Development Associates, Inc.: Arlington, VA.
Topics Covered:
Assessment and Accommodations;
Learning Disabilities and Special Education;
Tags:
Instructional Programs;
Intervention;
Placement;
Rights, Students;
Summary:
The number of ELL students in U.S. schools continues to rise, but learning a new language may not be their only challenge. How do schools help ELLs with disabilities?
The U.S. Department of Education commissioned a report — A Descriptive Study of Services to LEP [Limited English Proficient] Students and LEP Students with Disabilities — that surveyed schools and districts nationally to identify characteristics of and services provided to ELLs. Part of the study focused on the services offered to ELLs who are also students with disabilities and their participation in standards and assessment systems.
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)*
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
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.
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 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
Language Test
by National School Boards Association, Naomi Dillon
Dillon, N. (2005). Language Test. American School Board Journal, 192(8). National School Boards Association.
Topics Covered:
Access, Equity, and Adequacy;
NCLB and AYP;
Tags:
Bilingual Instruction;
Bilingualism / Biliteracy;
Comprehension;
Content Areas: Math;
Content Areas: Science;
Content Areas: Social Studies;
Content Areas: The Arts;
Curriculum;
Instructional Programs;
Intervention;
Language of Instruction;
Language Proficiency;
Target Population: Elementary, Middle, High School
Research Questions the Report Poses: The report uses the example of Coachella school district's legal battle to examine if state assessments fair to English language learners.
Summary: The report examines the challenges associated with preparing a population that is 70 percent ELL to meet the demands of state and federal laws. Under California law, all ELL students must take state tests in English after only one year of instruction — a requirement that perpetually leaves districts like Coachella "in need of improvement." The report uses the Coachella district's case as a lens to examine the challenges we face in preparing ELL students to perform highly as well as the advantages and disadvantages of different types of assessment and accounting formulae to determine performance.
Findings:
n/a
Policy Recommendations:
- The lawsuit asks the state to develop primary language tests for students who have recently arrived or enrolled in bilingual classrooms—an NCLB supported provision.
- The suit also calls for a new standardized test that is more linguistically friendly and appropriate.
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
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.
Out-of-School Immigrant Youth
by Public Policy Institute of California / Laura E. Hill and Joseph M. Hayes
Hill, Laura., and Hayes, Joseph. (2007). Out-of-School Immigrant Youth. San Francisco, California: Public Policy Institute of California.
Topics Covered:
Access, Equity, and Adequacy;
Data (Demographics, Facts, and Figures);
Tags:
Instructional Programs;
Latino ELL Students;
Target Population: High school
Research Questions the Report Poses: How well served are out-of-school immigrant youths in the state of California in general? How well served are out-of-school immigrant youths who receive services and resources from California's Migrant Education Program (MEP)?
Summary: This report considers the approximately 265,000 out-of-school immigrant youths (OSYs) in the state of California. This demographic is defined as individuals between the ages of 13 and 22 not currently enrolled in a school and without a high school diploma or GED. These individuals face many hardships, including high rates of poverty, lack of access to health care, and low incomes. Even though they do not have access to educational resources, OSYs remain a group of individuals who are very eager to both learn English and obtain their GEDs.
Findings:
- Though the California Migrant Education Program's attempts to offer educational resources to OSYs, its limited funds and eligibility requirements only allow it to service about 80,000 OSYs.
- California OSYs are some of the most disadvantaged individuals in the state because their legal statuses often make access to public services difficult.
- California OSYs are very eager to continue their education, but they are often unable to do so because of a need to work.
- Approximately 80% of OSYs said their families depended on their incomes to survive.
Policy Recommendations:
- Increase funding to the California MEP
- Change eligibility requirements for receiving MEP funds so that more OSYs are able to receive them
- Offer educational opportunities that allow OSYs to both work and learn
To order a hard copy of the report, contact:
Public Policy Institute of California
500 Washington Street
Suite 800
San Francisco, California 94111
E-Mail:merina@ppic.org
Telephone: (415) 291-4400
Fax: (415) 291-4401
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
Recognition and Response: An Early Intervening System for Young Children At-Risk for Learning Disabilities
by Mary Ruth Coleman, Virginia Buysse, and Jennifer Neitzel / FPG Child Development Institute at the University of North Carolina at Chapel Hill
Coleman, M.R., Buysse, V. & Neitzel, J. (2006). Recognition and Response: An early intervening system for young children at-risk for learning disabilities. The University of North Carolina at Chapel Hill, FPG Child Development Institute: Chapel Hill, NC.
Topics Covered:
Best Teaching Practices / Professional Development;
Tags:
Comprehension;
Instructional Programs;
Intervention;
Parent Involvement and Outreach / PTA;
Phonics;
Phonological Awareness;
Struggling Readers;
Transfer of Literacy Skills;
Target Population: Preschool, Elementary
Research Questions the Report Poses: How can a "Recognition and Response" system be integrated into classrooms to identify struggling students who may have learning disabilities and get them the help they need?
Summary:
Some young children show signs that they may not be learning in an expected manner, even before they begin kindergarten. These children may exhibit problems in areas such as language development, phonological awareness, perceptual-motor abilities, and attention, which are considered precursors of learning disabilities in older children. However, under current state and federal guidelines, these children are unlikely to meet eligibility criteria for having a learning disability. This is because formal identification of a child's learning disability generally does not occur until there is a measurable discrepancy between the child's aptitude and academic achievement, often not until the second or third grade.
This report describes a method of addressing those warning signs immediately.
Findings:
- There is an "emerging body of empirical evidence" that RTI is effective at identifying "at-risk" students.
- Despite the general effectiveness of RTI, the manner of implementation, the definition of RTI, and the way students were evaluated varied widely.
- Many studies of RTI only include grades 1-3. This leaves doubt as to how the program could be implemented with children as young as three or four.
- Because the studies examined in this report only examined RTI when used with reading and phonics, it remains to be seen how effective RTI could be with other subjects.
Policy Recommendations:
- Further develop the Recognition and Response system by (a) specifying in more detail each of the four components (i.e., an intervention hierarchy; screening, assessment, and progress monitoring; research-based curriculum, instruction, and focused interventions; a collaborative problem-solving process for decision-making) and (b) creating the tools and resources related to implementing each component.
- Evaluate the efficacy and effectiveness of the Recognition and Response system through future research.
- Use professional development as the primary vehicle for disseminating information about the Recognition and Response system to front line early childhood professionals—teachers, specialists, and administrators.
- Develop and evaluate dissemination strategies (consisting of print, electronic, and oral presentation methods) to communicate information about the Recognition and Response system with a wide audience that includes parents of young children, researchers, policy makers, and the general public.
- Develop (or adapt) existing public policies related to program standards and professional competencies to support the widespread adoption and implementation of the Recognition and Response system throughout various sectors of the early childhood field (e.g., child care centers and homes, public and private pre-k programs, Head Start).
- Go to Executive Summary
- Download full report (130KB PDF)*
To order a hard copy of the report, contact:
n/a
Report on the Status of Hispanics in Education: Overcoming a History of Neglect
by National Education Association; Richard Verdugo
Verdugo, Richard R. (2006. "Report on the Status of Hispanics in Education: Overcoming a History of Neglect." National Education Association.
Topics Covered:
About ELLs;
Access, Equity, and Adequacy;
Best Teaching Practices / Professional Development;
Multicultural Education / Diversity / Culturally-Responsive Inst;
Tags:
Instructional Programs;
Latino ELL Students;
Target Population: Preschool; Elementary; Middle; High School; Post-Secondary
Research Questions the Report Poses: What are the issues facing Hispanic students? How can educators, researchers, communities and policy-makers help Hispanic students overcome these barriers?
Summary: Hispanic students often face unique challenges in student achievement. Because of high levels of poverty, limited English language skills, and immigration factors, Hispanic students must overcome socioeconomic, language, cultural and barriers to succeed in school.
Findings:
The report outlines six key issues in the education of the Hispanic population:
- Innovative classroom strategies including culturally responsive and technology enriched teaching.
- School funding equity
- Professional development for teachers
- Early education and post-secondary education
- The politics of immigration, and migrant education
- Educator recruitment and retention
Policy Recommendations:
- Analyze barriers that Hispanic students face in gaining access to college
- Provide parents with financial information that can be used for students' college education
- Improve teacher's education programs. Teachers are not well prepared for teaching Hispanic students, especially Hispanic ELL students.
- Reduce class sizes, improve student resources, and student social services
- Teachers should be exposed to a curriculum during their university years that teachers them cultural understanding and sensitivity
- Work to pass legislation that changes property tax laws and state laws to broaden the school funding base
To order a hard copy of the report, contact:
Visit www.nea.org or call (202) 833-4000
Similar English Learner Students, Different Results: Why Do Some Schools Do Better?
by EdSource, Stanford University, American Institutes for Research, WestEd
Williams, T., Hakuta, K., Haertel, E., et al. (2007). Similar English Learner Students, Different Results: Why Do Some Schools Do Better? A follow-up analysis, based on a large-scale survey of California elementary schools serving low-income and EL students. Mountain View, CA: EdSource.
Topics Covered:
Best Teaching Practices / Professional Development;
Tags:
Curriculum;
Instructional Programs;
Language Proficiency;
Latino ELL Students;
Target Population: Elementary, Middle, High School
Research Questions the Report Poses: "Why do California elementary schools serving similar proportions of low-income, Spanish speaking EL students differ by over 250 points on California's new EL Academic Performance Index score? What school practices can help explain this API gap?"
Summary:
A major new analysis of California elementary school performance has identified four educational practices associated with higher performance among elementary English Learner (EL) students. According to the study released in May at the Education Writers Association annual meeting in Los Angeles, schools that engage in all four practices have, on average, the highest academic achievement among English Learner students.
Findings:
- One practice strongly correlated with a higher EL-API among our sample of elementary schools was the extensive use of student assessment data by the district and the principal in an effort to improve instruction and student learning.
- EL-API performance was higher in schools where principals reported that a larger proportion of their teaching staff had qualities such as a demonstrated ability to raise student achievement, strong content knowledge, and others.
- Higher EL-API was correlated with schools in which teachers reported most strongly that there is school-wide instructional consistency within grades, curricular alignment from grade-to-grade, and that instruction is based upon state academic standards.
- A shared culture within the school regarding the value of improving student achievement and a sense of shared responsibility for it seems to distinguish the higher performing schools in our sample based on EL—APIs.
- A school's outreach to parents, encouragement of teacher collaboration, and enforcement of positive student behaviors (like attendance and tolerance) have long been recognized as important contributors to the student and professional culture at a school.
Policy Recommendations:
- California should "stay the course with its reforms" to make sure that "curriculum programs and state standards tests are well aligned with the state's academic standards."
- School districts need to provide "better assessment and other data on their students in easy-to-access formats"
- Hire more administrators to try to adjust the highest-in-the-nation pupil-to-administrator ratio in the country
- Professional development needs to provided to ensure that teachers have the resources they need to effectively combat the challenges that educating ELL students provides
- Read more about this report
- Download full report (1.1MB PDF)*
To order a hard copy of the report, contact:
n/a
