Part one of this four-part infographic series introduces Recommendation 1 from the What Works Clearinghouse Practice Guide, Teaching Academic Content and Literacy to English Learners in Elementary

This infographic is based on the recommendations of the What Works Clearinghouse Practice Guide Improving Adolescent Literacy: Effective Classroom and Intervention Practices.

This article explores the critical role of phonological awareness (PA) in early reading development with a focus on young multilingual children. PA, the ability to detect and manipulate sounds in spoken words is essential for literacy acquisition and is highly responsive to instruction.

The NCEL Teacher Education Digest synthesizes what works in teacher preparation for EL/EB literacy: from coursework that builds bilingual/second-language pedagogies to clinical experiences that turn knowledge into classroom practice.

There is a need to understand how the Science of Reading (SoR) policies across the U.S. are impacting instruction for emergent bilingual and English learner students (EB/ELs).

This study illustrated whether and how ecological environments are associated with language-minority students’ (N = 12,500) math and reading development from kindergarten to the eighth grade.

This study evaluated the feasibility of the Knowledge, Language, and Inquiry (K.L.I.) intervention, designed to support Grades 3–5 multilingual students classified as English learners (ML-ELs) in building content knowledge, language skills, and reading comprehension through inquiry-based sm

This report provides a first look at the literacy performance of students in grades K–3 in Massachusetts based on available data from both the 2020/21 and 2021/22 school years.

This document provides a review of general and EL-specific research on early literacy, drawing from both to define a vision for foundational literacy skills instruction for ELs.