Effective Teaching Strategies for Predicting Reading Growth in English Language Learners

• In Event: Bilingual Aspects in Special Education

Abstract

This paper explores how specific instructional strategies are associated with reading growth for English Language Learner (ELL) students. Children from six elementary schools in southern California in 1st and 2nd grade made up the sample of Spanish-speaking ELL students. Students were given a battery of reading assessments at the beginning of each school year over the course of two years. Classroom observations were conducted at three time points during the school year during reading and literacy instruction. The Gersten/Graves English Language Learner Observation Instrument was completed immediately after classroom observations to record objective measures of reading instruction during classroom activities. Through a quantitative analysis we discover the importance of effectiveness of instructional strategies in promoting reading gains.

Authors

• Melina Melgarejo, San Diego State University

• Laura F. Romo, University of California - Santa Barbara