Strategies for Differentiated Instruction for English Learners

Purpose – To provide differentiated teaching models and a set of instructional reading strategies and materials for current and future classroom teachers to help them enhance the quality of reading instruction for English Learners (ELs). Design/methodology/approach – The instructional reading strategies and materials and differentiated teaching models presented in this chapter are drawn from a body of current literature on ELs' English language development and on effective reading instruction for ELs. The instructional reading strategies and materials are categorized into five subcomponents of reading instruction: sight words, phonics, fluency, vocabulary, and comprehension. Findings – Provides differentiated teaching models and specific instructional strategies and materials that target each of the five specific subcomponents of reading instruction for ELs (i.e., sight words, phonics, fluency, vocabulary, and comprehension). Research limitations/implications – Some publications related to instructional reading strategies and materials may be limited to specific ELs in United States who speak a predominate native language (i.e., Spanish). These instructional reading strategies and materials may not be appropriate for ELs speaking another native language. Practical implications – A very useful source of differentiated teaching models and practical instructional reading strategies and materials for current and future classroom teachers of ELs. Originality/value – This chapter provides specific information and resources for current and future classroom teachers of ELs to support them in delivering high quality reading instruction.

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