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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.

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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.

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