Many English learners acquire listening and speaking skills but may struggle with developing sufficient reading levels to pass language proficiency assessments or to meet grade-level standards. Although it takes time to become proficient in all domains of academic English, teaching English learners to read well needs to be a priority. Reading is widely recognized as one of the most important skills for academic success, both in first language and second language environments.
This month I have invited two expert practitioners to discuss ways to support English learners in developing reading proficiency. Katie Toppel, Ed.D. is a K-5 English Language Development Specialist in Tigard-Tualatin School District and an adjunct professor at Portland State University. Valentina Gonzalez, M.Ed is a Professional Development Specialist for teachers of English Learners in Texas and a presenter at the national level.
These two represent different settings and approaches to reading. Katie’s district uses a commercial reading program and she supports English learners within that context. Valentina typically supports teachers who use a workshop approach for reading and writing.
I am delighted to bring their perspectives to this topic.
- It is said that the goal of reading is to have students read widely and a lot so that they develop a love of reading. How does that approach apply to English learners who have limited literacy skills?
Katie: Shared reading, which mimics the experience children have while being read to by an adult, takes place when the text and pictures are displayed for students to see while the teacher reads the text aloud. Shared reading combined with repeated readings of the same text (reading the same text over and over until students are very familiar and can recite or read along) build a foundation for success in comprehension and word recognition. We track print as we read aloud so students can begin to recognize the words as they hear the text multiple times. Students can join in and read aloud while the print is tracked. Through multiple repeated readings of a particular text, students will build confidence and subsequently experience success when they engage with the same text on their own. For students who are still learning to read, shared reading is a great way to scaffold instruction so that students can “read” memorized texts independently to reinforce print tracking, sight words, and word recognition based on a strong foundation of comprehension that has previously been supported through repeated interactions with the text.
Valentina: Though providing independent reading time is important to our students, for English learners who have limited literacy skills, this time needs some extra support in order to be effective. English learners with limited literacy skills benefit from our guidance in selecting books that meet their language and literacy needs. If our goal is for students to develop a love of reading, they have to feel successful with it or they may give up. This means we must take the time to match students with books that will hold their interest and invite them into reading. In addition, we can support students who are at the beginning stages of reading by offering texts on audio as well as pairing students with a buddy reader. Students benefit from reading with partners. Partners can serve as language models and provide English learners with another opportunity to listen and speak using the target language.
Katie: It is also important to carefully balance time dedicated to independent reading with the appropriate amount of reading instruction. Also, students need coaching in selecting appropriate texts in order to maximize the effectiveness of the time they spend reading on their own. It is also important to make reading available in a variety of formats so students at all skill levels can enjoy the value and pleasure of reading. When English learners are reading at the appropriate level, the cognitive load does not interfere with their enjoyment. Reading aloud to English learners is a great way to introduce them to characters, texts, and genres they might be interested in, so they are motivated to read independently.
- How does small group instruction benefit English learners and how often should it be used within a reading block?
Katie: Small group instruction provides us with increased opportunities to observe and monitor individual students and gauge their strengths as well as areas where they need additional practice or support. We can differentiate in order to tailor instruction to the specific areas targeted for improvement, which can also include grouping based on students’ English language proficiency or native-language. Ideally, groupings are flexible and temporary so that students do not get discouraged by being classified in one particular way when it comes to their reading skills (i.e. low readers). In small groups, English learners may feel more comfortable responding to questions or reading out loud because being with a smaller number of peers can lower their affective filters. Additionally, because there are fewer students, small groups foster active engagement and students have more opportunities to respond which supports in their language development and ability to share their perspectives, experiences, and to ask questions. Because small group instruction offers so many benefits to struggling readers and to students acquiring English, we should provide small group instruction daily. Time spent in small groups does not need to be lengthy, yet it targets instruction to students’ specific needs to ensure that their time spent reading independently will be focused and productive. In a small group setting, we can document formative assessment data to inform further instruction and to change grouping configurations frequently based on students’ developing skills.
- How can we instill in English learners a love of reading when many have not had successful experiences with reading?
Valentina: One of the best ways to foster a love of reading in all learners but especially in English learners is to read aloud to them. Practicing daily read aloud is foundational to listening, speaking, reading and writing. And, reading aloud to English learners provides them with a positive model of reading that encourages reading as a source of enjoyment. As teachers, we are able to share the love of reading with our students through reading a variety of genres to them and employing strategic think alouds. As we plan for reading aloud to our English learners it’s important that we keep in mind their interests, texts that are compelling, as well as texts that are relevant and culturally responsive. We can also model our own love of reading and an excitement for stories, characters, and books, by sharing with our students what we are reading or have read recently. By discussing books with students, we can foster relationships around literacy and encourage students to read outside of school (just like we do!).
Katie: Engagement and motivation to read are closely tied to choice of reading material, so it is important for us to help English learners recognize what they like to read and learn about in order to support them in finding books that will excite and interest them. We can capitalize on students’ natural curiosity by matching them with books that will be highly engaging, but also appropriate for their skill level so they do not become discouraged by the level of text complexity. If a reading program is used, it is very important to find avenues to connect the texts to students lives and interests in order to make sure reading is compelling. We can incorporate additional images, videos, realia, and related texts to support comprehension and interest. Lack of access to reading material can sometimes hinder the frequency of reading, so we can encourage reading outside of school by helping students access books through community, school, and classroom libraries.
- What are scaffolds or supports that might be employed to make grade-level text accessible for English learners?
Valentina: Providing English learners with key vocabulary prior to reading grade-level text can be a linguistic support that makes the text more accessible. This can be employed in a variety of ways. One way is to select a small number of critical words and pre-teach them to the students ahead of reading the text while using graphic organizers such as the Frayer Model and visuals. An alternate method is to allow students themselves to survey the text and highlight 3-5 unfamiliar words. Using the words that students themselves selected, proceed with pre-teaching vocabulary. Offering grade-level text through audio or adapted versions can also level the playing field for English learners. Audio versions of text allow English learners to hear English language structures, fluency and prosody while reading along. The ability to playback the audio is helpful to students who may need to hear the text a few times or listen to it at home. Adapted texts, on the other hand, are texts that contain the same content but may include simplified or paraphrased verbiage.
Katie: Pairing an audio version of a text or pairing a read aloud with a printed copy of the text can support some English learners in following along and associating written words with what they hear. Some reading programs include a highlighted text feature to support students in following along with audio text. There are some great digital tools available, such as Rewordify.com, that simplify the language in a digital text. Other sites such as Newsela.com offer articles on the same topic at different language levels. These resources help teachers to easily access appropriate texts as opposed to rewriting the text themselves. Given the weekly reading theme contained within a reading program, other texts at different reading levels can be found to go along with the content. It is also helpful to break a longer text into more manageable chunks to ensure that students are not overwhelmed by how much they are asked to read at a given time. Students can focus on reading, understanding, and discussing a smaller section of text before moving on to new content.
- What is the best advice you can give to a teacher about helping English learners become fluent readers?
Valentina: To increase fluency of our English learners, we can increase our read alouds and provide plenty of opportunities for students to participate in shared reading. Once students have experienced a book as a class read aloud, the book can be moved into a shared reading experience. Shared reading can be implemented in small groups with particular students or as a whole class activity. The students and the teacher read the text together. Shared reading can be echo reading or choral reading. For English learners who have not had successful experiences with reading, echo reading and choral reading provide extra support. Shared reading lowers the affective filter of students and builds reading confidence. Students reading together in a classroom community provides support for English learners and provides scaffolded practice in order for them to read independently. This process follows the Gradual Release of Responsibility: The read aloud is the I Do (teacher does the reading), the shared reading is the We Do (students and teacher read together), and the independent reading is theYou Do (students read on their own).
Katie: It is important to bear in mind that fluency is not merely about accurately pronouncing words with automaticity and expression. Fluency is critical to reading because of its connection to comprehension, which is the ultimate goal of reading, particularly for English learners who are still learning the language and are more likely to misunderstand the content due to unfamiliar words or contexts. Therefore, in order to support fluency, English learners need support in reading comprehension and vocabulary, so they can understand the texts they read. Supporting comprehension can be accomplished through think alouds as well as through explicit instruction around comprehension strategies such as inferring, determining meaning, and making connections. It is also critical to connect to students’ background knowledge and build background knowledge when appropriate, so students have a context for new information or unfamiliar topics. Finally, provide English learners with feedback about their skills, strengths, areas in need of improvement, and growth towards goals. When we involve students in goal setting and self-analysis, it helps them build awareness and engagement in their learning process. Ownership over their learning can result in increased self-efficacy and a growth mindset, which will help sustain motivation when readers encounter challenges.