Resource Library

It can be challenging for teachers of English Learners (ELs) to find texts that are both engaging and at an appropriate readability level. This is especially true for older newcomers and other middle- and high-school students still developing English literacy.

The purpose of this case study was to determine which types of instructional scaffolds are most effective in developing the mathematical reasoning of fifth-grade English learners (ELs) who have learning disabilities (LD).

This study investigated the roles Korean immigrant parents play in raising their U.S. born children to speak Korean.

Do bilingual children suffer from cognitive and linguistic disadvantages, or do they enjoy advantages by being fluent in two languages? Does speaking, reading, and writing a home language other than English impede a child learning English?

This study examines Head Start teachers' beliefs and knowledge about dual language learners (DLLs). Twenty-three female teachers working in Head Start preschool centers were interviewed on their beliefs regarding DLLs, DLLs' development, and their instructional practices for DLLs.

Word Generation is a supplemental program designed to improve reading comprehension by building students' vocabulary, academic language, and perspective-taking skills through classroom discussion and debate.

This study examined the experiences of preservice teachers who plan to teach English learners (ELs) and who were introduced to a framework for conducting practice-based action research.

This brief is a compilation of questions speech and language pathologists (SLPs) commonly ask, and the answers to those questions as provided by the Multilingual-Multicultural Affairs Committee of the International Association of Communication Sciences and Disorders.

There are no definitive processes for identifying English learner (EL) students with learning disabilities and determining the best academic supports for them.

Reclassification is the process for determining when an English learner (EL) is sufficiently proficient in English to no longer be considered an EL and thus exited from the EL program and supports.