Phonological Awareness

Findings:

• Early, structured, focused and rapid teaching of phoneme segmentation and blending skills and of grapheme–phoneme correspondences does accelerate development of these skills and acquisition of this knowledge in 5–year–olds, including ELLs.
• Acquiring these skills and developing reading and writing abilities early (at beginning of formal schooling, if not before) gives students a long–term advantage in school.
• Most children can very rapidly acquire the concepts and knowledge taught, and can do so without the necessity for small–group teaching.
• Because the materials used here were designed by a teacher for teachers to use, the positive results demonstrate that teachers need very little training or support to use these materials to good effect.

Secondary Learners and ELLs

Findings:

• Literacy in the native language is an advantage.
• ELLs cannot develop phonological awareness in English until they are familiar with the sounds of English; once phonological awareness has developed in any language, it transfers to other languages that are learned.
• Systematic phonics instruction can be very effective in helping ELLs learn to decode words: the most effective reading programs for ELLs combine systematic phonics instruction with a print-rich environment that provides exposure to appealing reading materials in varied genres.
• ELLs cannot achieve fluency in oral reading before they have achieved fluency in speaking: self-consciousness about accents and errors can affect reading fluency.
• ELLs need more vocabulary instruction than their native-speaking peers, with different vocabulary words and vocabulary teaching techniques.
• ELLs are more likely than native speakers to lack the background knowledge necessary for understanding texts

Recommendations:

• Substantial coverage of the five essential elements of reading instruction-phonemic awareness, phonics, fluency, vocabulary and comprehension-helps.
• Reading programs for ELLs should include intensive language development as well as instruction in literacy strategies and skills.
• Instruction needs to be adjusted to meet the needs of ELLs.
• Instruction should be varied according to the learner, and differentiated for all needs.
• Instruction should include a combination of visuals, engaging activities that involve actions and non-spoken actions.
• Teachers should model the process of reading, writing, listening, and speaking.

Irujo, S. (2007). What Does Research Tell Us About Teaching Reading to English Language Learners? Haverhill, MA: The ELL Outlook.