Writing

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

• Link to Full Report

Early Literacy: Policy and Practice in the Preschool Years

by Dorothy Strickland and Shannon Riley-Ayers

Strickland, D., Riley-Ayers, S. (2006). Early Literacy: Policy and Practice in the Preschool Years. National Institute for Early Education Research (NIEER), Rutgers University.

Topics Covered: Literacy and Reading / Writing Instruction; Literacy and Reading / Writing Instruction; Early (Pre-K);

Tags: Books and Other Reading Materials; Comprehension; Motivation; Phonics; Phonological Awareness; Reading; Struggling Readers; Transfer of Literacy Skills; Vocabulary; Writing;

Target Population: Preschool, Elementary

Research Questions the Report Poses: The policy paper analyzes the literature for specific skills and abilities that predict early childhood reading outcomes as they age.

Summary: Early childhood professionals have long recognized the importance of language and literacy in preparing children to succeed in school. Early literacy plays a key role in enabling the kind of early learning experiences that research shows are linked with academic achievement, reduced grade retention, higher graduation rates, and enhanced productivity in adult life. This report synthesizes the body of professional knowledge about early literacy and offers research-based recommendations.

Policy Recommendations:

• All children should have access to early childhood programs with strong literacy components that include clear adaptations for children with special needs.
• Early literacy curricula and teaching practices should be evidence-based, integrated with all domains of learning, and understandable to staff members.
• Early literacy standards should be established that articulate with K-12 programs and reflect consistency and continuity with overall program goals.
• Early literacy assessment should use multiple methods and use the information to improve both teaching and the total preschool program.
• Standards for early childhood professionals should require staff to meet early literacy instructional standards.
• Parent involvement programs should have a strong early literacy component that guides parents and caregivers in providing early literacy experiences at home.
• Support for English Language Learners should be specified and provided in both the home language and English where feasible.

• Full report

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

• Link to Full Report

To order a hard copy of the report, contact:
University of California
Linguistic Minority Research Institute
4722 South Hall
Santa Barbara, CA 93106-3220

How Far Behind in Math and Reading are English Language Learners?

by Pew Hispanic Center / Rick Fry

Fry, R. (2007). How Far Behind in Math and Reading are English Language Learners? Pew Hispanic Center: Washington, D.C.

Topics Covered: Data (Demographics, Facts, and Figures);

Tags: Content Areas: Math; Language of Instruction; Language Proficiency; Latino ELL Students; Rights, Students; Transfer of Literacy Skills; Vocabulary; Writing;

Target Population: Elementary, Middle, High School

Research Questions the Report Poses: How Far Behind in Math and Reading are English Language Learners?

Summary: Through the use of NAEP data, this study seeks to examine the achievement gaps between ELL students and White, Black, and Hispanic non-ELL students. This study looks specifically at math and reading scores at the 4th and 8th grade levels both nationally and on a statewide basis in the states with the top 10 ELL populations.

Findings:

• The ELL achievement gap widens at higher grades.
• Nationally, ELL students tend to trail further behind their peers in reading than in math.

Policy Recommendations:
None given

• Link to Full Report

To order a hard copy of the report, contact:
n/a

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

• Link to Full Report

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:

1. A comprehensive, consistent system of early childhood professional preparation and ongoing professional development
2. Sufficient resources to ensure adequate ratios of qualified teachers to children and small groups for individualizing instruction.
3. 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.
4. Policies that promote children's continuous learning progress.
5. Appropriate assessment strategies that promote children's learning and development.
6. Access to regular, ongoing health care for every child.
7. Increased public investment to ensure access to high-quality preschool and child care programs for all children who need them.

• Full article

To order a hard copy of the report, contact:
n/a

Measures of Change: The Demography and Literacy of Adolescent English Learners

by Jeanne Batalova, Michael Fix, and Julie Murray / Migration Policy Institute

Batalova, J., Fix, M., and Murray, J. (2007). Measures of Change: The Demography and Literacy of Adolescent English Learners. Migration Policy Institute, Carnegie Corporation of New York: New York, NY.

Topics Covered: Data (Demographics, Facts, and Figures);

Tags: Language of Instruction; Language Proficiency; Latino ELL Students; Transfer of Literacy Skills; Vocabulary; Writing;

Target Population: Elementary, Middle, High School

Research Questions the Report Poses: "Who are immigrant students and students who do not speak English well? Where are they from? What is their family background (social, economic, linguistic, etc.)? How well do they do in school? Do their literacy levels prepare them to take part in higher education and a skilled workforce?"

Summary: This report from the Migration Policy Institute examines the increasing population of ELLs. It does this by examining the ELL population and developing a profile of ELL students, examining literacy achievement on both national and state math and reading assessments, and examining state identification, testing, and accommodation policies in the following states: California, Illinois, Colorado, and North Carolina.

Findings:

• ELL populations are growing faster than general student populations
• The growth of ELL populations in different states varies widely
• Students in California are more likely to be "linguistically isolated" than students across the country or in the other three states studied
• 57% of ELLs across the country were born in the United States
• 70% of ELLs in grades 6-12 speak Spanish
• NAEP data examined for 8th grade ELLs shows that only 4% and 6% of ELLs scored proficient in reading and math, respectively
• ELLs performed radically different on state math and reading assessments from state to state
• There is a wide achievement gap between ELL and non-ELL students on the 8th grade NAEP as well as state standardized tests
• Former ELL students and non-ELL students scored roughly the same on NAEP and state assessments

Policy Recommendations:

• "Reexamine whether Census data accurately capture the [ELL] population"
• "Examine how varying state exclusion rates for ELL students affect NAEP results"
• "Explore the literacy trajectories of former [ELL] students"
• "Document how states vary in their testing and monitoring practices for ELL students who parents opt out of language instruction services"
• "Leverage the research opportunities that multi-state English proficiency tests offer for analyzing ELL outcomes"

• Link to Full Report

To order a hard copy of the report, contact:
http://www.migrationpolicy.org/pubs/index.php

Meeting the Literacy Development Needs of Adolescent English Language Learners Through Content Area Learning: Part One: Focus on Motivation and Engagement

by Northeast and Islands Regional Educational Laboratory (LAB), The Education Alliance at Brown University, Julie Meltzer and Edmund Hamann

Meltzer, J. & Hamann, E. (2004). Meeting the literacy development needs of adolescent English language learners. Part one: Focus on motivation and engagement. Northeast and Islands Regional Educational Laboratory.

Topics Covered: Literacy and Reading / Writing Instruction; Literacy and Reading / Writing Instruction; Adolescent (7-12);

Tags: Content Areas: Math; Content Areas: Science; Content Areas: Social Studies; Motivation; Placement; Reading; Struggling Readers; Transfer of Literacy Skills; Vocabulary; Writing;

Target Population: Middle, High School

Research Questions the Report Poses: Review of the literature concerning student motivation and engagement on literacy development of adolescents and research on the schooling of adolescent ELLs.

Summary: This article reviews the major research findings as they relate to engagement and motivation of ELL adolescents. The highlighted research is meant to explore the confluence of two areas of study—literacy development and schooling practices for ELLs and native English speakers—and serve as a guide for professional development for secondary teachers. The literature review explores school and classroom contexts; instructional principles like relevance, choice, and student-centered classrooms; and instructional practices like scaffolding and activating prior knowledge as they relate to adolescent ELLs.

Findings:

• literacy development and effective instruction for ELL and non-ELL adolescents alike share many commonalities;
• isolated ELL students are further negatively impacted as a result of these findings; and
• content-area teachers may benefit from research and practices designed for ELL teachers

Policy Recommendations:
n/a

• Link to Full Report

To order a hard copy of the report, contact:
The Education Alliance at Brown
222 Richmond Street, Suite 300
Providence, RI 02903-4226
Phone: 800.521.9550
Fax: 401.421.7650
E-mail: info@alliance.brown.edu

Meeting the Literacy Development Needs of Adolescent English Language Learners Through Content Area Learning: Part Two: Focus on Classroom Teaching and Learning Strategies

by Northeast and Islands Regional Educational Laboratory (LAB), The Education Alliance at Brown University, Julie Meltzer and Edmund Hamann

Meltzer, J. & Hamann, E. (2004). Meeting the literacy development needs of adolescent English language learners. Part two: Focus on classroom teaching and learning strategies. Northeast and Islands Regional Educational Laboratory .

Topics Covered: Literacy and Reading / Writing Instruction; Literacy and Reading / Writing Instruction; Adolescent (7-12);

Tags: Content Areas: Math; Content Areas: Science; Content Areas: Social Studies; Motivation; Placement; Reading; Struggling Readers; Transfer of Literacy Skills; Vocabulary; Writing;

Target Population: Middle, High School

Research Questions the Report Poses: What instructional practices dovetail in both the ELL adolescent literacy literature and non-ELL adolescent literacy literature?

Summary: As with part one of this publication, part two amounts to a literature review. Part two looks for congruous instructional practices that are good for secondary ELL and native English speakers alike. The article shifts through a series of discussions about a variety of domains related to teaching and arrives at a conclusion in support of strategies beneficial to ELL students and native English language students.

Findings:
Eight instructional approaches are supported in both literatures (what's good for ELL adolescents and adolescent native English speakers):

1. teacher modeling, strategy instruction, and using multiple forms of assessment;
2. emphasis on reading and writing;
3. emphasis on speaking and listening/viewing;
4. emphasis on thinking;
5. creating a learner-centered classroom;
6. recognizing and analyzing content-area discourse features;
7. understanding text structures within the content areas; and
8. vocabulary development.

Policy Recommendations:
n/a

• Link to Full Report

To order a hard copy of the report, contact:
The Education Alliance at Brown
222 Richmond Street, Suite 300
Providence, RI 02903-4226
Phone: 800.521.9550
Fax: 401.421.7650
E-mail: info@alliance.brown.edu

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.

• Link to Full Report

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.

• Link to Full Report

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.

• Read full report