Affiliation:
1. North Carolina State University, USA
Abstract
The reading education of English language learners (ELLs) has been established as a critical issue in education policy and practice. Due to rapid growth of immigration to the United States, significantly increasing numbers of students in U.S. schools come from homes in which English is not the primary language. These students often face challenges in learning to read in school, and data has shown a significant achievement gap between ELLs and non-ELLs. This chapter discusses these difficulties, along with specific research-based strategies that mainstream teachers can utilize to assist ELLs in learning to read. Lastly, the authors explore multimodal learning as a potential support for ELLs learning in the classroom.
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