Resource Library

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.

The authors of this two-year case study investigated expert language/content instructional strategies in a high school science class composed of English learners (ELs) speaking different languages and at different stages of English acquisition.

This coaching tool was developed to support teachers whose classes include English learners (ELs).

The Council of Chief State School Officers (CCSSO) members, and staff from the American Institutes of Research (AIR) and Education Northwest identified the attributes of effective teachers of English learners (ELs) and integrated these characteristics into two widely used teacher observation tools,

The article describes research-based instructional practices to improve the reading comprehension and academic vocabulary of English Learners (ELs) in the secondary grades. Adolescent ELs who have difficulty with English proficiency most likely have difficulty with reading comprehension.

This study examines the stories or reflective narratives of teachers. This paper reports a qualitative case study of three veteran teachers' reflections on their personal and professional experiences with ELs.

Can universal design for learning improve the engagement and outcomes of English learners (ELs)?

The author begins this article by describing how a teacher teaches ecology to a class of English language learners (ELs) with different levels of English proficiency.

This report seeks to answer two key questions about Colorado's emerging multilingual students. First, how quickly are these English learners (ELs) becoming proficient in English, and secondly, how well are ELs mastering grade-level academic content?