Teaching Academic Content and Literacy to English Learners in Elementary and Middle School
Baker, S., Geva, E., et al. (2014).
Washington, D.C.: National Center for Education Evaluation and Regional Assistance, Institute of Education Sciences, U.S. Department of Education, 1-115.
This guideline provides recommendations on teaching academic content and literacy to elementary- and middle school-aged English Language Learners.
What Works Clearinghouse
This guideline is update from:<ul><li>Gersten, R., Baker, S. K., et al. (2007). <em>Effective Literacy and English Language Instruction for English Learners in the Elementary Grades: A Practice Guide.</em> Retrieved from http://ies.ed.gov/ncee/wwc/PracticeGuide.aspx?sid=6</li></ul>
Screening English language learners should not focus only on decoding and phonemic skills. Further diagnostic tools, including formative assessments and informal reading assessments, should be considered in decision making (Ungraded).
"Provide small-group instructional intervention to students struggling in areas of literacy and English language development" (Moderate Evidence; p. 59).
Additional instructional interventions should be provided in small groups of 3 to 5 students struggling with language and literacy (Ungraded).
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"Use small-group instructional time to address basic foundational skills such as phonemic awareness and decoding, along with complex literacy skills such as vocabulary, reading comprehension strategies, and listening comprehension strategies" (Ungraded; p. 62).
