Practice Guide
academic vocabulary, writing, and content-area learning of English learners at both the elementary and middle grades.
Conduct formative assessments with English learners using English language measures of phonological processing, letter knowledge, and word and text reading.
Provide focused, intensive small-group interventions for English learners determined to be at risk for reading problems.
Provide high-quality vocabulary instruction throughout the day.
Ensure that the development of formal or academic English is a key instructional goal for English learners, beginning in the primary grades.
Ensure that teachers of English learners devote approximately 90 minutes a week to instructional activities in which pairs of students at different ability levels or different English language proficiencies work together on academic tasks in a structured fashion.
- Administrators
- Parent/Family
- Policymakers
- Researchers
- Student
- Teacher
This practice guide was prepared for the WWC by Optimal Solutions Group under contract ED-05-CO-0026 and by American Institutes for Research under contract ED-02-CO-0022.
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Russell Gersten
(Chair)
RG Research Group and University of Oregon -
Scott K. Baker
Pacific Institutes for Research and University of Oregon -
Penny Collins
University of California at Irvine
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Sylvia Linan-Thompson
The University of Texas at Austin -
Robin Scarcella
University of California at Irvine -
Timothy Shanahan
University of Illinois at Chicago