Practices That Promote English Reading for English Learners (ELs)

Abstract

Schools are becoming increasingly diversified; however, training and professional development related to working with English language learners (ELs), especially in the area of English reading, is limited. In this article, we identify three “Big Ideas” of effective and collaborative practices that promote English reading achievement for EL students: (a) foster academic English at all stages of second-language acquisition by explicitly teaching vocabulary, emphasizing cross-linguistic transfer strategies, and supporting ongoing oral language development; (b) adopt a schoolwide collaborative approach to conduct frequent formative reading assessments and use the data to drive instruction by providing accommodations that promote English reading; and (c) implement a variety of grouping strategies to deliver reading instruction within a welcoming and sensitive learning climate. In addition, we discuss how school professionals may proactively instruct ELs and collaborate within a multidisciplinary framework to improve the English reading ability of students who are simultaneously learning the English language.

Notes

¹ The term second is used throughout this article to refer to English learners. However, we acknowledge that a student may be learning more than two languages.

Additional information

Notes on contributors

Rebecca S. Martínez

Rebecca S. Martínez, PhD, is an Associate Professor in the School Psychology Program at Indiana University in Bloomington, Indiana. She is a native Spanish speaker and a former bilingual elementary school teacher. Dr. Martínez's research focuses on preventing and remediating reading difficulties in children and adolescents.

Bryn Harris

Bryn Harris, PhD, is an Assistant Professor at the University of Colorado Denver in the School Psychology Program. Her current research interests include improving identification practices for English language learners who may have autism, culturally and linguistically responsive bilingual assessment practices, and strategies for increasing school practitioner's multicultural competencies.

Maryellen Brunson McClain

Maryellen Brunson McClain, MA, is a School Psychology doctoral student at Indiana University. Her research interests include academic interventions for English language learners, psychoeducational assessment practices with English learners, and the use of single case design in educational research. She is currently the Assistant Director of the Academic Well Check Program at Indiana University.

Note: The authors report that to the best of their knowledge neither they nor their affiliated institutions have financial or personal relationships or affiliations that could influence or bias the opinions, decisions, or work presented in this article.