NotesFAQContact Us
Collection
Advanced
Search Tips
ERIC Number: EJ778348
Record Type: Journal
Publication Date: 2007-Oct-24
Pages: 3
Abstractor: ERIC
Reference Count: N/A
ISBN: N/A
ISSN: ISSN-0277-4232
Reading Aid Seen to Lag in ELL Focus
Zehr, Mary Ann
Education Week, v27 n9 p1, 20-21 Oct 2007
This article reports that educators and experts across the country who work with English-language learners (ELLs) are moving toward a consensus that the federal Reading First program needs to be refined to become more effective for children acquiring English. Administrators in several big-city districts with large numbers of such students are stepping up their training of teachers on how best to teach second-language learners to read under the No Child Left Behind Act's flagship reading program, which serves grades K-3. Last school year, the 410,000-student Chicago public school system established a new position at the district level for a bilingual specialist to coach teachers at the city's 17 Reading First schools with large numbers of ELLs on how to tailor reading instruction to such students. The Los Angeles Unified School District, where 38 percent of the 708,000 students are ELLs, started an institute for Reading First teachers this school year on reading strategies for ELLs. And since last school year the 1.1 million-student New York City school system has been providing workshops and coaching to Reading First teachers and administrators on the same topic. The U.S. Department of Education's 11-member Reading First Advisory Committee has enough concerns about whether ELLs are getting what they need under the $1 billion-a-year program that it set up a subcommittee to look into the issue. Among the program's problems are that students' reading skills are tested before they learn English, the literacy curriculum is too narrow, and teachers are not prepared to work with ELLs.
Editorial Projects in Education. 6935 Arlington Road Suite 100, Bethesda, MD 20814-5233. Tel: 800-346-1834; Tel: 301-280-3100; e-mail: customercare@epe.org; Web site: http://www.edweek.org/info/about/
Publication Type: Journal Articles; Reports - Descriptive
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: California; Illinois; New York
Identifiers - Laws, Policies, & Programs: No Child Left Behind Act 2001