This guide is organized by commonly experienced challenges (e .g ., lack of modeling) to teachers implementing evidence-based adolescent literacy practices with fidelity. Also provided are an explanation of each challenge and resources from established organizations and research centers that instructional leaders can use to address these challenges .

The concept of close reading has not been without debate, and so I will first provide an overview of what close reading is and could mean for ELLs, including some definitions of close reading. Then I'll present the role of background knowledge, which is a major consideration with teaching ELLs close reading, and share some recommended resources.

Julie Motta walks through a read-aloud activity for first grade and highlights how she engaged the students with the story, brought in content-area connections, and included informal assessment to check comprehension.

It's an issue that teachers, district leaders, policymakers, and curriculum writers seem to continue to struggle with when considering how best to teach ELLs within a CCSS-based framework.

Fluency is the ability to read words accurately and automatically with expression. Because fluent readers do not have to slow down in order to concentrate on decoding the individual words in a text, they can focus their attention on the text's meaning. In this way, fluency acts as a bridge between word recognition and comprehension, and this relationship is reciprocal. That is, when a student understands the meaning of the text he/she is reading, it is much easier to read that text with expression.

English language learners (ELLs) may have some difficulty identifying the main idea when they are reading a paragraph. Teaching students how to paraphrase can help them learn to pick out what is important in the material that they read.

Critical thinking is the process of actively analyzing, evaluating, and synthesizing information gathered from a variety of sources, using a framework designed to lend structure and clarity to the thinking process.

This What Works Clearinghouse guide presents strategies that classroom teachers and specialists can use to increase the reading ability of adolescent students. The recommendations aim to help students gain more from their reading tasks, improve their motivation for and engagement in the learning process, and assist struggling readers who may need intensive and individualized attention.

English language learners, who are challenged by learning a new language and new content in that language at the same time. Teachers can help prepare ELL students to successfully work with non-fiction, (or expository) text, however, in many ways — and the earlier the better.

Pre-reading activities may be designed to motivate student interest, activate prior knowledge, or pre-teach potentially difficult concepts and vocabulary. This is also a great opportunity to introduce comprehension components such as cause and effect, compare and contrast, personification, main idea, sequencing, and others.

Phonics instruction is a critical component of literacy instruction for older ELLs who are learning to read in English. Learn how to choose activities that are both age-appropriate and fun by tying instruction to the academic content that middle and high school students need to master.

This What Works Clearinghouse practice guide provides four evidence-based recommendations that teachers can use to deliver reading interventions to meet the needs of their students.

In this article, Kristina Robertson highlights ELL instructional strategies based on key reading components and skills. In addition, educators will learn more about the role of students' home language and oral language. This article is part of our guide on Literacy Instruction for English Language Learners.

Learn more about ways to improve the reading skills of your middle and high school English language learners.

This guide is designed for educators working with adolescent readers who are experiencing reading challenges: reading teachers, English language arts teachers, and content-area teachers with students who are struggling to access disciplinary text.

For English language learners (ELLs), learning how to use a textbook can be a powerful tool in increasing their comprehension of material in all of their academic work and particularly in the content areas. In order to help you get started building this skill, this article offers some strategies for teaching the parts of a textbook, the organization of a chapter within a textbook, as well as a strategy for previewing content with a "chapter walk."

Learn how educators in upper elementary, middle grades, and high school can support their English learners' vocabulary development with these strategies.

Cognates are words in two languages that share a similar meaning, spelling, and pronunciation. While English may share very few cognates with a language like Chinese, 30-40% of all words in English have a related word in Spanish. For Spanish-speaking ELLs, cognates are an obvious bridge to the English language. This article includes a list of cognates as well as ideas for using them in the classroom.

Graphic organizers are a great tool to use when teaching English language learners (ELLs). Visual illustrations allow ELLs to better understand the material while learning important vocabulary.

The Dyslexia Handbook offers guidance, resources, and appropriate supports and interventions for readers with dyslexia. It is also a communication tool for educators and parents to work together. This handbook offers information about dyslexia and its characteristics, as well as providing information on assessments, effective teaching approaches, self-advocacy, and other related resources.