An executive summary of “Developing Literacy in Second-Language Learners: A Report of the National Literacy Panel on Language-Minority Children and Youth” is posted by the Washington-based Center for Applied Linguistics.
Many English-language learners can keep pace with native speakers of English during school lessons on recognizing words and spelling, but lag behind during lessons on skills such as reading comprehension and writing, concludes a report by the National Literacy Panel on Language-Minority Children and Youth.
Those are some of the nuances of teaching English-language learners to read and write that researchers have found in some of the studies analyzed for the report. The U.S. Department of Education paid $1.8 million for the literacy panel to conduct a meta-analysis of research about teaching literacy to English-language learners, but declined to publish the panel’s report because it didn’t stand up to peer review, according to federal officials.
