Educator Perspectives About the Science of Reading for English Learners’ Literacy in VPK-Grades 3

• In Event: AERA Roundtable Session Friday 11:45 am
  In Roundtable Session: The Agency of Language

Abstract

Professional learning in reading for educators of English learners (ELs) from VPK through Grade 3 is vital for improving ELs’ literacy outcomes. Educators from four partner school districts participated in a yearlong project that focused on job-embedded professional learning based on evidence-based instructional principles for promoting ELs’ literacy and achievement. This case study examined educators' insights into the Science of Reading (SoR) to support ELs with varied levels of English proficiency. Findings indicated that participants deepened their understanding of SoR-aligned instruction, including oral language development, and the importance of differentiated and culturally responsive instruction and learning for all ELs.

Authors

• Vassiliki Zygouris-Coe, University of Central Florida

• Laila Noor, University of Central Florida

• Marjorie Ceballos, University of Central Florida

• Florin Marius Mihai, University of Central Florida

• Leslie Dugger Carvajal, University of Central Florida