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Centering ELLs in the Science of Reading

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Session description

As SoR connects literacy research to teaching practice, one aspect is often missing: how to provide effective reading instruction for English language learners (ELLs). Based on their QRG, the presenter will share principles for centering ELLs in literacy lessons, providing helpful strategies for developing lessons that build language alongside literacy.

Outline

The 6 essential principles for centering the needs of ELLs in foundational literacy lessons will be at the core of the presentation.
For each principle, the presenters will offer background information, rationale for the importance to ELLs, then offer specific strategies and teaching routines to support learning.
The audience will participate in small and whole group discussion opportunities as they learn, connect with, and process the information presented.
About 7-8 minutes will be spent on each content component.
There will be peer-to-peer interaction as well as using whole-group response/engagement activities.

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Outcomes

Attendees will learn the essential principles for centering the needs of ELLs in foundational literacy lessons.
Attendees will discover helpful strategies for developing lessons that build language alongside literacy skills.
Attendees will gather information to create linguistically diverse classrooms that foster language-rich environments for their ELLs that consistently and deliberately immerse them in ways that combine literacy skills, language growth, and content learning.

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Supporting research

August, D., & Shanahan, T. (2006). Developing literacy in second-language learners: Report of
the National Literacy Panel on language-minority children and youth. Lawrence Erlbaum
Associates, Inc.
Barnes, Z. T., Fields, R. S., & Cartwright, K. B. (2024). A special educator’s guide to the Science
of Reading. Preventing School Failure, 68(4), 310–317. https://doi.org/10.1080/1045988X.2023.2243847
Cartwright, K. B. (2023). Executive skills and reading comprehension: A guide for educators
(2nd ed.). The Guilford Press.
Ehri, L.C., Dreyer, L.G., Flugman, B., & Gross, A. (2007). Reading rescue: An effective tutoring
intervention model for language-minority students who are struggling readers in first
grade. American Educational Research Journal, 44(2), 414–448.
Goldenberg, C. (2020). Reading wars, reading science, and English learners. Reading
Research Quarterly, 55(S1), S131–S144.
Himmele, P., & Himmele, W. (2009). The language-rich classroom: A research-based
framework for teaching English language learners. ASCD.
Shanahan, T. (2020). What Constitutes a Science of Reading Instruction? Reading Research
Quarterly, 55, S235–S247. https://doi.org/10.1002/rrq.349
Shaywitz, S. E. (2003). Overcoming Dyslexia: A New and Complete Science-based Program for
Reading Problems At Any Level. A.A. Knopf.
Vaughn, S., Mathes, P., Linan-Thompson, S., Cirino, P., Pollard-Durodola, S., Cardenas-Hagan,
E., & Fransic, D. (2006). Effectiveness of an English intervention for first-grade English language learners at risk for reading problems. The Elementary School Journal, 107(2), 153–180.
Vélez-Ibáñez, C.G., & Greenberg, J.B. (1992). Formation and transformation of funds of
knowledge among U.S. Mexican households. Anthropology & Education Quarterly,
23(4), 313–335.

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Presenters

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Faculty - Education - Education - Professor
Millersville University
ISTE & ASCD Book Author
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Associate Professor of Literacy
Millersville University
ISTE & ASCD Book Author

Session specifications

Topic:

Opportunity, Inclusivity, and Cultural Competency, Science of Reading

Grade level:

PK-12

Audience:

Curriculum Designer/Director, School Level Leadership, Teacher

Attendee devices:

Devices useful

Attendee device specification:

Smartphone: Android, iOS, Windows
Laptop: Chromebook, Mac, PC
Tablet: Android, iOS, Windows

Subject area:

Multi-Language Learners

Transformational Learning Principles:

Connect Learning to Learner, Prioritize Authentic Experiences