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ERIC Number: EJ1232961
Record Type: Journal
Publication Date: 2019
Pages: 23
Abstractor: As Provided
ISSN: ISSN-1938-8071
Engaging Second-Grade English Learners in Complex Texts, Topics, and Tasks
Leighton, Christine M.; Ford-Connors, Evelyn; Proctor, C. Patrick; Wyatt, Jennifer
Literacy Research and Instruction, v58 n4 p272-294 2019
This article explores how a second-grade teacher challenged and supported students of varying language and literacy abilities to engage with complex material during a 14-week read-aloud unit focused on historical change-makers, and how engagement and comprehension through talk and writing changed for five purposefully selected students. Collaborative coding of whole-class and small-group discussions and student writing samples suggest students with higher English Language Development (ELD) levels used exploratory talk and cited textual evidence from the start of the unit. Students with lower ELD levels grew in these abilities during the unit, particularly when small-group discussions were included. All students' ability to cite textual evidence in writing increased. Results indicate English learners can and should be engaging with and learning from complex texts and content.
Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site:
Publication Type: Journal Articles; Reports - Research
Education Level: Early Childhood Education; Elementary Education; Grade 2; Primary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A