|About the Book|
This case study examined the general question: What are the best practices for teaching. English language learners how to read? Furthermore, this study sought to discover specifically: How do students using Houghton Mifflin Reading Program withMoreThis case study examined the general question: What are the best practices for teaching. English language learners how to read? Furthermore, this study sought to discover specifically: How do students using Houghton Mifflin Reading Program with supplementals and Rigby Reading Program with supplementals compare in terms of academic gains?- What do the Houghton Mifflin, Rigby and Supplemental Reading Programs include for ELLs?- What do the literacy coach, ELL specialist and administrators view as the most effective reading program for ELLs?- What are the differences/similarities of these professionals perceptions regarding the two reading programs with reading supplements as well as the essential reading components?-Using a case study design, the researcher analyzed data derived from semi-structured interviews of 10 education professionals- English language development specialists- literacy coaches and administrators- Oregon Assessment of Knowledge and Skills, Dynamic Indicator of Basic Early Literacy Skills, and English Language Proficiency Assessment scores from a sample of 3 rd, 4th and 5th grade English language learners from two elementary schools in the Reynolds School District. Furthermore, two core reading programs- Houghton Mifflin and Rigby were analyzed for commonalities and differences.-It was discovered that the necessary reading elements for ELLs include a balanced literacy program. Further, ELLs must obtain early intermediate level-2 English proficiency to succeed on these assessments. It was revealed that Houghton Mifflin has more supports for ELLs. However, none of the participants suggested a reading program for ELLs.