Resource Library

The U.S. Department of Education recommends teachers use intensive small-group instruction to teach reading to English learners (ELs). The instruction should include the five core reading elements: phonological awareness, phonics, reading fluency, vocabulary, and comprehension.

This study seeks to explain why English learners (ELs) lag behind their peers in academic achievement. ELs' limited access to more advanced courses may partly account for these differences.

This study describes the characteristics of English learner (EL) students in grades 3-8 and the schools they attended in Cleveland. It examined the EL students' performance on statewide math, English language arts, and English language proficiency assessments in 2011/12-2016/17.

A Multitiered System of Supports (MTSS) focusing on improving literacy instruction and special education referrals for English learners (ELs) in grades K-3 was developed and implemented through a university-school district collaboration in three rural elementary schools.

Despite the increasing numbers of English learners (ELs) across the nation, there continues to be a lack of educators equipped to meet the needs of ELs; this lack is especially pronounced in rural settings.

The author of this article examined how school boards address policies and practices related to educating English learners (ELs). This qualitative case study is based on interviews and archival data.

Beaverton School District partnered with Education Northwest to identify which of the English language development (ELD) program models they use are most effective at improving English learner (EL) outcomes.

This article focuses on three Mexican-origin students who attended a Spanish/English dual language program in a southern California school district for their elementary and middle school education. All three students speak Spanish, English, and the indigenous language of Zapoteco.

This study examined the types of services Head Start provides to dual language learners (DLLs) and their families. The study used the Head Start Family and Child Experiences Survey (FACES 2009) data.

There exists a persistent misconception that bilingualism is not an achievable goal for English learners (ELs) with disabilities. This chapter discusses the equity issues surrounding the teaching of ELs with disabilities.