“Effective Literacy and English Language Instruction for English Learners in the Elementary Grades” is published by the Institute of Education Sciences.
Schools shouldn’t wait until English-language learners can understand and speak English before they test them in how well they can read the language, suggests a research-based “practice guide” published by the Institute of Education Sciences of the U.S. Department of Education.
One of the five recommendations of the report is to assess the beginning-reading skills of English-learners early and often and use that information to tailor instruction for them. The guide also recommends that educators provide small-group reading interventions, offer extensive and varied vocabulary instruction, help English-learners develop academic English, and schedule regular peer-assisted learning opportunities for such students.
