Reading Instruction for Ells

Abstract

Teaching reading to English Language Leaners (ELLs) is a difficult task. Farrell (2009) notes there are some issues with reading instruction that play a role in why these students struggle. The problem addressed in this capstone is how to meet the literacy needs of ELLs in elementary school. The research suggests that a whole language approach is the most effective way to teach ELLs how to read. In addition, it is important to also have teachers incorporate a students’ L2 in their instruction as this is an example of culturally responsive teaching. I designed a professional development (PD) for elementary school teachers where they can work together to develop and incorporate research based skills and strategies for reading instruction to best serve ELLs based on their NYSESLAT level. This PD will give teachers information on teaching ELLs in addition to culturally responsive teaching. Using the information given in this PD, teachers will be able to create standard and curriculum based materials to use with ELLs in their future classroom.