Good Instruction is Good for Everyone—Or Is It? English Language Learners in a Balanced Literacy Approach
This article, authored by distinguished AIR researcher Jennifer O’Day, compares the effects of selected instructional practices on both English Language Learners (ELLs) and non-ELLs. The findings in the article are based on a four-year investigation of the implementation and effects of districtwide literacy reforms in San Diego City Schools. After examining both qualitative data from teachers and school leaders and quantitative data related to the effects of instructional practices, O'Day outlines a number of recommendations for the district to consider that will improve their programs and services for ELLs.
This is an electronic version of an article published in the Journal of Education for Students Placed at Risk©, 2009. Copyright Taylor and Francis; Journal of Education for Students Placed at Risk is available online.