Reading Instruction for English Language Learners in U.S. Elementary Education: A Review of the Literature

• In Event: Poster Session 1: Literacy Innovations for Emergent Bilingual Students

Abstract

This review of research synthesized 21 studies published between 2009 to 2018 that investigated the efficacy of reading interventions and instructional practices for ELLs in U.S. elementary schools. Results confirmed the importance of the instruction of five key reading components, the reciprocity of reading and writing, and the promising potential of computer-assisted instruction and blended learning. It also highlighted the importance of customizing instruction to learners’ needs and capitalizing on their primary language and cultural resources in fostering English reading competencies. Besides, bilingual programs, especially those developed within the maintenance and enrichment models could accelerate learners’ biliteracy development thanks to cross-linguistic transfer and the exposure to and the use of both languages in various learning activities.

Author

• Xinyue Zuo, University of Massachusetts - Amherst