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>
<div>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).</div>
<div>"Provide small-group instructional intervention to students struggling in areas of literacy and English language development" (Moderate Evidence; p. 59).</div>
<div>Additional instructional interventions should be provided in small groups of 3 to 5 students struggling with language and literacy (Ungraded).</div>
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<div>"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).</div>
