3. Reading programs for ELLs should include intensive language development as well as
instruction in literacy strategies and skills. This recommendation is not based specifically on
the research, because there were no studies that addressed the inclusion of intensive language
development in reading instruction for ELLs. It is instead a hypothesis drawn from several other
findings: (1) native speakers benefit more from instruction in the essential elements than do
ELLs; (2) ELLs with greater language proficiency benefit more from instruction in the essential
elements than do those with less proficiency; and (3) instruction in the essential elements with
ELLs has a greater effect on decoding and fluency than on comprehension.
4. Instruction needs to be adjusted to meet the needs of ELLs. The report, however, states
that there is not enough research to be able to identify specifically how those adjustments
should be made. I could find only seven specific suggestions that would be useful to teachers of
reading classes that include ELLs:
-Provide additional work on English phonemes that are not present in the students' native
language.
-If students are literate in their native language, focus on differences between that language
and English, with less attention given to elements that will transfer.
-Provide extra practice in reading words, sentences, and stories.
-Use cognate words in the native language as synonyms when teaching vocabulary.
-Identify and clarify difficult words and passages.
-Consolidate knowledge of the text through the use of summaries.
-Find appropriate ways to use the native language.
These seven findings do not constitute a reading program for ELLs. We obviously need much
more research. However, given the fact that teachers cannot wait until research catches up with
their needs in order to implement effective practices with their ELL students, I think it is
important to look not only at the research that is available, but also at what experienced,
reflective teachers of ELLs (and observers of those teachers) consider to be best practices. The
rest of this article will discuss the implications of available research on instructional practices in
the teaching of the five essential elements of reading to ELLs, based on the findings of the
National Literacy Panel as much as possible, but also drawing on information from reliable
sources such as The Knowledge Loom: Spotlight on Elementary Literacy (The Education Alliance
at Brown University, n.d.), as well as my own experience.