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The Science of Reading for English Learners (Part III)

Kimilee

In Part I of this blog series, we talked about the research surrounding the Science of Reading for English learners as well as the skills that a proficient reader needs to comprehend text. We highlighted the importance of developing oral language for English learners. We also uncovered some critical differences—alphabet and print conventions, text conventions, phonology, and orthography—between English, Spanish, and Arabic, the three most common home languages spoken by American students. In Part II, we dug a bit deeper into the stages of language acquisition and the need to understand key student characteristics. We provided some actionable steps for reading instruction for English learners. These components stem from teacher knowledge; however, teacher knowledge is only part of supporting English learners’ literacy development. In this final installment of the blog series, we discuss additional critical components that should be considered when implementing the Science of Reading for English learners to ensure they are successful when learning to read in English.

Figure 1. Council of the Great City Schools framework for English learner literacy development

The Council of the Great City Schools proposes a framework to support a “Comprehensive and Connected Approach” for the literacy development of English learners (Figure 1). This framework includes teacher knowledge and an envisioned learning experience where foundational skills (see Blog I) are embedded into meaningful grade-level content. In order for this to happen, there needs to be district support for the professional development of all teachers—not just the English learner teacher—along with guidance documents and instructional materials that support English learners. Moreover, supporting English learners must be addressed, starting with quality Tier 1 instruction.

“Quality Tier I instruction is realized by teachers who are equipped with knowledge and resources to develop learning activities that model the use of the English language—especially disciplinary academic language—and center on meaning-making to build students’ understanding of grade-level content and how the English language works” (Council of the Great City Schools, 2023, p. 29).

In a recent podcast between Dr. Louisa Moats (a Science of Reading expert) and Dr. Claude Goldenberg (a bilingual literacy expert), they discussed the implications of a 2014 study that found that teachers who were effective with students in general were also more effective with English learners. A teacher’s general effectiveness was more important than if they had an English learner certification. This emphasizes the importance of teachers understanding the Science of Learning and Teaching and effective instructional practices, such as direct, explicit, systematic instruction with sufficient guided practice and feedback (Loeb et al., 2014). The notion of the importance of the Science of Teaching was reiterated in another podcast between Dr. Louisa Moats and Dr. Anita Archer (an expert in explicit instruction), where they agree that good instruction, regardless of subject, is systematic and explicit; it has a sequence of gaining attention, input, question, response, monitoring, feedback, and adjusting. Drs. Moats and Archer also address the need for high-quality instructional materials to support the teacher so the teacher can focus on applying effective instructional practices using the content from high-quality instructional materials.

So, how does one ensure that English learners are receiving the quality Tier 1 instruction needed to ensure success? Start by asking questions and collecting data.

When key structures are in place at the school and district level, the likelihood that English learners will succeed in developing language and reading skills increases. These structures can be referred to as implementation drivers, which include competencies needed to carry out the evidence-based practices and organizational processes needed to support the implementation. Engaged leadership serves as the foundation for these drivers for decision-making, providing guidance, and supporting organizational functioning (Fixsen et al., 2005). Figure 2 illustrates how these implementation drivers function and interrelate.

Figure 2. Implementation Drivers

On the left side of the triangle are the competency drivers, which are needed to ensure qualified staff are in place to implement evidence-based practices. In this case, these individuals would include classroom and ESOL teachers, coaches, and high-quality trainers who focus efforts on classroom implementation. The organization drivers on the triangle’s right side consist of communication, barrier removal, and data systems that support decision-making. These drivers help to create and sustain organizational and system environments conducive to effective educational services. Leadership, located at the bottom of the triangle, is foundational to these implementation efforts.

Going back to the video in Part II of this blog series, we saw the ESOL teacher providing foundational literacy skills to fifth grade English learner students in a safe environment for learning basic reading skills. This teacher was knowledgeable and skilled in providing these services, which align with the competency drivers that enable successful implementation of the Science of Reading for English learners. However, when either the classroom or the ESOL teacher struggles with supporting English learners with literacy instruction, having a competent (knowledgeable and skilled) coach is critical for ensuring all teachers have the tools and support they need to implement these evidence-based practices that will likely lead to positive student outcomes. To make this happen, school- and district-level leaders need to be engaged to effectively support staff with implementation.

Would you say your school and district infrastructure align with the implementation drivers we describe? Is there supportive leadership? What is currently in place, and where are the gaps? To learn more about these implementation drivers, this link will take you to the National Implementation Research Network website, which contains numerous resources to support your work on the Science of Reading for English learners.

Authors: Jessica Folsom, PhD; Heidi Goertzen, PhD; Kimilee Norman-Goins (Editor); Region 7 Comprehensive Center

References

Austin, P. (Host). (2024, January 18). Reading Science and Teaching Literacy to English Learners: Conceptual and Practical Implications [Audio podcast]. EDVIEW360.

Austin, P. (Host). (2023, June 22). Why the ‘Science of Reading’ Needs the ‘The Science of Teaching’—A Conversation Between 2 Literacy Leaders [Audio podcast]. EDVIEW360.

Council of the Great City Schools (2023). A Framework for Foundational Literacy Skills Instruction for English Learners: Instructional Practice and Materials Considerations. https://www.cgcs.org/cms/lib/DC00001581/Centricity/domain/35/publication%20docs/CGCS_Foundational%20Literacy%20Skills_Pub_v11.pdf

Fixsen, D. L., Naoom, S. F., Blase, K. A., Friedman, R. M. & Wallace, F. (2005). Implementation Research: A Synthesis of the literature. The National Implementation Research Network.

Loeb, S., Soland, J., & Fox, L. (2014). Is a Good Teacher a Good Teacher for All? Comparing Value-Added of Teachers with Their English Learners and Non-English Learners. Education Evaluation and Policy Analysis, 36(4), 457–475. https://cepa.stanford.edu/content/good-teacher-good-teacher-all-comparing-value-added-teachers-their-english-learners-and-non-english-learners

National Implementation Research Network (2015). Handout 12 Implementation Drivers. https://nirn.fpg.unc.edu/sites/nirn.fpg.unc.edu/files/resources/Handout%2012%20Implementation%20Drivers%20Overview.pdf 

Resources

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