Literacy Foundations for English Learners connects reading instruction with second-language development in elementary education. Edited by Elsa Cárdenas-Hagan, it addresses oral language, phonological awareness, phonics, fluency, vocabulary, comprehension, and writing. Teachers, specialists, and interventionists will find discussion of assessment and differentiated support for students learning English.
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This guide considers how language development and literacy instruction intersect for English learners. It explores the component skills involved in reading while attending to students' linguistic backgrounds and the transfer of knowledge across languages. Oral language development provides a foundation for its treatment of decoding, vocabulary, comprehension, and written expression.
Instructional topics include explicit phonics, repeated reading, word selection, text structure, and writing scaffolds. Assessment and multitiered systems of support place these practices within decisions about differentiated teaching and intervention. The material is directed toward Pre-K through Grade 6 educators, including classroom teachers, English language specialists, reading interventionists, special educators, and those preparing for these roles.
A guide to reading instruction for English learners that treats language development and literacy as intertwined. Elsa Cárdenas-Hagan assembles material on oral language, phonological awareness, phonics, fluency, vocabulary, comprehension, and writing, with assessment and tiered support for Pre-K through Grade 6 classrooms and intervention settings.
The book starts from the idea that English learners bring linguistic knowledge and experiences that shape how they learn to read. It examines each component of literacy in turn while asking how second-language acquisition changes instruction. Oral language is treated as a base for word recognition and meaning, and the chapters on decoding, fluency, vocabulary, comprehension, and writing describe explicit teaching routines. Assessment material supports decisions about differentiation, and multitiered systems of support frame intervention. The intended setting is elementary education, where classroom teachers and specialists share responsibility.
Language ability is treated as the ground on which reading and writing are built, with listening and speaking given instructional weight.
Instruction in sounds and their written counterparts is presented as explicit and sequential, adapted for learners whose first language differs.
Fluency work connects accurate word reading with pace and expression so that attention can move toward meaning.
Word selection and text structure are treated as instructional decisions that shape how English learners build meaning from text.
Written expression is developed through supported routines that address sentence construction, organization, and the demands of different genres.
Assessment informs grouping and intervention decisions, and multitiered systems frame how support is layered for students who need more.
Pre-K through Grade 6 classroom teachers, English language specialists, reading interventionists, special educators, and trainees in these roles.
Edition, audience, and study-guide details at a glance.
Literacy Foundations for English Learners connects reading instruction with second-language development in elementary education. Edited by Elsa Cárdenas-Hagan, it addresses oral language, phonological awareness, phonics, fluency, vocabulary, comprehension, and writing. Teachers, specialists, and interventionists will find discussion of assessment and differentiated support for students learning English.
Pre-K through Grade 6 classroom teachers, English language specialists, reading interventionists, special educators, and trainees in these roles.
Yes. This page includes an original study guide with six thematic sections, key takeaways, and a topic map for structured reading.
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