Resource Library

A functional approach to language development draws on functional linguistic perspectives to offer ways of engaging students in exploring meaning in texts through classroom discussions about language. This approach provides a metalanguage for talking about the meanings in the choices authors make.

A distinguishing feature of English learners (ELs) centers on coming from homes in which a language other than or in addition to English is used, but bilingualism itself is not a risk factor for low academic achievement.

This study examined the role of science domain knowledge, reading motivation, and decoding skills in reading comprehension achievement in third-grade students who are English learners (ELs) and students who are monolingual, using a nationally representative data set.

This study helps mainstream and content area classroom teachers understand the role written and spoken language play in learning. Instructional tools and practices to support emergent bilinguals' reading comprehension and language learning are shared.

Instruction in the English as a Second Language (ESL) composition classroom includes providing opportunities to nurture and encourage language acquisition.

This article serves as a review of literature regarding the importance of supporting English Learner (EL) students in the grade level classroom by utilizing a Before, During, and After (BDA) reading lesson framework.

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 mixed-method study compared the performance of adolescent English learners (ELs) on the Qualitative Reading Inventory-5 (QRI-5), Peabody Picture Vocabulary Test-4 (PPVT-4), and Words Their Way Elementary Spelling Inventory (ESI) to existing data from English-proficient students' performanc

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.

A sample of 72 Spanish-speaking dual language learners (DLLs) in first and second grade completed measures of reading comprehension, decoding, vocabulary, and word-problem solving skills in Spanish and English.