Secondary ELL students are more likely to have experienced such challenges as interrupted schooling and zero-English proficiency, which require substantial educational growth in a short amount of time. Secondary-school-age children present educators with unique and specific challenges for instruction and language acquisition. This book attempts to address some of these challenges by combining research and practice as it emerges from a set of longitudinal studies in various parts of the United States and other English speaking territories/countries. The Carnegie Corporation of New York, the U.S. Department of Education's Institute for Education Sciences, and the U.S. Department of Education's Native Americans Projects have funded these studies. Standardized language and reading and subject-matter measures, as well as formative assessments, are being used to collect information on what strategies are successful in closing the achievement gap for English learners from different language backgrounds, learning in a variety of English immersion, sheltered English, and dual language programs.
Citation: Calderon, Margarita, Teaching Reading to English Language Learners, Grades 6
Program: Education
