A Formative Study Investigating the Acquisition of Early Reading Skills Among High School English Language Learners Beginning to Read English

TL;DRAbstract

A formative design experiment methodology was employed to investigate the acquisition of early reading skills for high school English language learners (ELLs) beginning to read English. A fundamental challenge facing high school ELLs entering schools in the United States for the first time is learning how to read. While there is considerable research evidence and literature regarding the teaching of reading to elementary aged ELLs, there is less evidence to support reading instruction for high school students learning to read English. This study sought to create a successful reading model for high school ELLs learning to read. The pedagogical goal of this study was improved acquisition of early reading skills. Participants included one classroom teacher and nine students (eight native Spanish speakers and one native Chinese speaker). The classroom teacher taught only in English and did not speak Spanish or Chinese. According to the World-Class Instructional Design and Assessment (WIDA)

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