ESL Reading 101: A Research-Based Guide for Teaching Reading to Newcomers
Learning to read is a complicated task. Learning to read in a new language is even more daunting.
According to a report from The National Center for Education Statistics:
- Students who speak English as a second language (ESL) comprised roughly 10% of the United States public school population in 2019.
- 64% of mainstream classroom teachers reported having at least one English language learner (ELL) in their classroom.
- It is projected that ELLs will make up 25% of our student population as early as 2025.
As linguistic diversity increases in our classrooms, the need for effective ESL reading programs becomes more crucial.
The recent emphasis on the Science of Reading has prompted many educators to wonder if these same strategies work for English learners. In this blog, we’ll explore evidence-based tips for newcomer ESL reading instruction as well as strategies for developing each of the five pillars of literacy.
What Does Research Say About Teaching ELL Students to Read?
In 2002, the National Literacy Panel on Language-Minority Children was tasked with reviewing the research on best practices for teaching ELL students to read.
Over the next four years, the panel evaluated research for five areas: literacy development, cross-linguistic relationships, sociocultural contexts and literacy development, instruction and professional development, and student assessment.
Key findings from the 2006 report, Developing Literacy in Second-Language Learners: Report of the National Literacy Panel on Language-Minority Children and Youth, are summarized below:
- Explicit, systematic instruction in the five key components of reading— phonemic awareness, phonics, fluency, vocabulary, and text comprehension—has clear benefits for English learners.
- Oral proficiency in English is critical as well— but student performance suggests that it is often overlooked in instruction.
- Oral proficiency and literacy in the first language can be used to facilitate literacy development in English.
- Individual differences contribute significantly to English literacy development.
- Most assessments do a poor job of gauging individual strengths and weaknesses.
- Home language experiences can have a positive impact on literacy achievement— strong native language skills transfer to second language skills.
Notably, the panel’s report stated that many of the same approaches that are effective for native speakers are also effective for English learners. However, to maximize literacy development for ELLs, teachers should provide tailored language support for students’ unique needs with a focus on oral language proficiency.
Supportive ESL Reading Strategies for Newcomers
While the National Literacy Panel’s report offers generalized guidance, more research is needed to identify specific recommendations for ESL reading programs. As you consider how to support ELL students in reading, we’ve provided a list of strategies that have been recommended by both researchers and teachers of English learners to get you started.
Phonemic Awareness
Phonemic awareness is the ability to discriminate and manipulate sounds in words.
Challenges for ELLs
- Different languages have different sounds— English learners may struggle to hear and say a sound in English if it is not part of their native language.
- Due to limited or interrupted schooling, a newcomer ELL student may not have developed phonemic awareness in their native language.
Strategies for ELLs
- Research your students’ native languages. By comparing English sounds with sounds in native languages, you can pinpoint where your students may need more explicit practice.
- Incorporate songs, nursery rhymes, and poetry into your ESL reading instruction. These often contain simple, repetitive phrases that can help ELLs hear sounds and syllables more easily and will help develop oral proficiency.
- Use familiar vocabulary words for phonemic awareness activities.
Phonics
Phonics focuses on the relationship between written letters and their sounds.
Challenges for ELLs
- Some languages do not use the Roman alphabet. These students will need explicit instruction in letter identification.
- The English language has 26 letters, but there are 44 sounds.
- There are many exceptions to the phonetic “rules” in English— take the words said, was, do, and they, for example.
Strategies for ELLs
- Offer systematic phonics instruction that emphasizes connections between English and students’ home languages. For example, you may have students say a word that starts with the same sound in English and their native language.
- Pre-teach or use familiar vocabulary words for phonics instruction— using nonsense words is not recommended for ELLs.
- Use hands-on activities to teach letters and their sounds in your ESL reading lessons.
Vocabulary
Vocabulary acquisition is fundamental to literacy development. It is also one of the most challenging aspects of teaching literacy to newcomer English learners.
Challenges for ELLs
- Newcomer ELLs do not have the same level of English vocabulary exposure outside the classroom as their native-speaking peers.
- Some newcomers may not have a solid understanding of vocabulary terms in their native language, making it more difficult for them to make connections to English words.
- Newcomers lack academic vocabulary, or the language needed by students to navigate classroom tasks.
- There are many homophones in the English language which require the use of context to understand their meaning.
Strategies for ELLs
- Use realia, or real-life objects, whenever possible to teach new vocabulary words to ELLs. This will strengthen students’ understanding of new words through authentic, memorable experiences.
- Teach vocabulary words with visuals. Bilingual picture dictionaries are excellent tools for newcomers. Students can also create their own dictionaries.
- Focus on cognates, which are words in two languages that have similar spelling, meaning, and pronunciation. This is especially helpful for Spanish-speaking students since it is estimated that 30-40% of all words in English have a related word in Spanish.
- Provide students with many opportunities to use new vocabulary words across all four language domains.
- Build students’ academic vocabulary through explicit instruction. Remember that academic vocabulary goes beyond content keywords to include academic phrases— “as well as,” “in contrast,” and “according to” are examples of this.
Fluency
Fluency is measured by the combination of two important skills: automaticity and prosody. Automaticity is the ability to decode words accurately and quickly. Prosody refers to the ability to read with expression.
Challenges for ELLs
- To be able to read fluently, students need to integrate several different literacy skills: decoding (letter and sound knowledge), speaking, vocabulary, and comprehension.
- Pre-literate newcomers may not have foundational knowledge of the skills needed for fluency in their native language.
- As students develop their language skills, they will read and speak English in an accent— some teachers may find it difficult to assess fluency with students’ accents.
- Reading fluently can often take many years for readers to achieve— even for native speakers. Fluency is a multifaceted skill that can be challenging for English learners at any stage of proficiency.
Strategies for ELLs
- Model fluent reading for newcomers— read-alouds, audiobooks, and older “book buddies” are helpful tools in ESL reading programs.
- Incorporate poetry, nursery rhymes, songs, and other short, predictable texts into your daily routines. Using minimal text will reduce their cognitive load and help to build confidence in their speaking skills.
- Reread texts many times to help newcomers become familiar with the text before they try to read it on their own.
- Utilize assisted reading, where students read along with the support of a proficient reader (in person or a recorded audiobook). Make sure to use passages that contain predominantly familiar words and that students can control the pace of the recording.
Comprehension
Simply put, comprehension is the ability to understand what you read. It is the ultimate goal of reading instruction and it involves the application of skills in all components of literacy.
Challenges for ELLs
- Successful reading comprehension requires the coordination of multiple linguistic and cognitive skills— which is especially difficult to do in an unfamiliar language.
- Newcomer ELLs may lack the background knowledge necessary for comprehension.
- Comprehension involves the integration of literacy skills that ELLs are in the process of developing.
Strategies for ELLs
- Provide high-interest texts for students in their native language, if possible.
- Evaluate your students’ existing prior knowledge and build background knowledge using culturally relevant resources.
- Encourage newcomers to communicate their prior knowledge in a variety of verbal and nonverbal methods. You may have them draw pictures, point to visuals, or even communicate with their peers who share a native language (if possible).
- Check for comprehension frequently and allow ELLs to demonstrate comprehension in multiple ways: quick draws, thumbs up/thumbs down, picture sequence, etc.
4 Tips for Teaching Reading to Intermediate Newcomers
When newcomers arrive in the lower elementary grades, their peers are also learning the same foundational reading skills.
As students get older, reading goals and expectations change, presenting challenges for newcomer ELLs who arrive in late elementary school and beyond— how can teachers provide fundamental literacy instruction for these students and make complex content accessible?
When it comes to teaching newcomers to read, many of the recommended ELL reading strategies for young students can be adapted for older students. The following tips can help build foundational literacy skills for older newcomers:
1. Play games.
There are many benefits to using games in the classroom. For ELLs, games can provide meaningful, lower-anxiety opportunities to practice skills. Consider allowing newcomers to work in partners or small groups with others who share the same native language.
2. Scaffold texts.
Pre-filled graphic organizers and chunking texts are two scaffolding strategies that will help your newcomers access the curriculum while reducing their cognitive load.
3. Use songs, poems, and chants.
Songs, poems, and chants can build listening comprehension, oral language skills, vocabulary, and cultural knowledge.
4. Find appropriate materials for their age.
For older newcomers who are learning to read, it can be difficult to find text that is accessible and appropriate for their age. Try searching “high interest/low readability books” to find texts that are designed for middle to high school students, yet written for lower reading levels.
Teaching newcomer students to read requires a thoughtful and language-centered approach to address the unique challenges that ELLs face. We can build a strong foundation for our newcomers by incorporating research-based strategies in our ESL reading programs.
Language-centered ESL activities for students with limited English ability help develop vocabulary and life skills necessary to communicate effectively with others.
View Product →