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ERIC Number: ED539713
Record Type: Non-Journal
Publication Date: 2012-Apr
Pages: 5
Abstractor: ERIC
Reference Count: N/A
ISBN: N/A
ISSN: N/A
Effective Reading Programs for Spanish Dominant English Language Learners (ELLs) in the Elementary Grades: A Synthesis of Research. Educator's Summary
Center for Research and Reform in Education
This review synthesizes research on English reading outcomes of all types of programs for Spanish-dominant ELLs in elementary school. It is divided into two major sections: the effect of language of instruction on achievement (i.e., bilingual vs. English-only instruction) and effective reading approaches for ELLs other than the use of native language. Several proven and promising approaches are identified. Educators and policy makers should consider all possibilities to enhance outcomes for their Spanish-dominant ELL children. [For the full report, "Effective Reading Programs for Spanish Dominant English Language Learners (ELLs) in the Elementary Grades: A Synthesis of Research," see ED539718.]
Center for Research and Reform in Education. Available from: School of Education Johns Hopkins University. 200 West Towsontown Boulevard, Baltimore, MD 21204. Tel: 410-616-2407; Fax: 410-324-4444; e-mail: thebee@bestevidence.org; Web site: http://education.jhu.edu/research/crre
Publication Type: Reports - Evaluative
Education Level: Elementary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: Center for Data-Driven Reform in Education (CDDRE)
IES Funded: Yes
Grant or Contract Numbers: R305A040082