A Synthesis of Professional Development Targeting Literacy Instruction and Intervention for English Learners

Autor/inn/en	Shelton, Alexandra; Hogan, Erin; Chow, Jason; Wexler, Jade
Titel	A Synthesis of Professional Development Targeting Literacy Instruction and Intervention for English Learners
Quelle	(2022), (36 Seiten) PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Shelton, Alexandra) ORCID (Hogan, Erin) ORCID (Chow, Jason) ORCID (Wexler, Jade) Weitere Informationen
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	English Language Learners; Literacy Education; Intervention; Evidence Based Practice; Faculty Development; Reading Difficulties; Knowledge Base for Teaching; Language Teachers + Suchen Sie Ihr Suchwort? Reading difficulty; Leseschwierigkeit; Teaching theory; Theory of teaching; Unterrichtstheorie; Language teacher; Sprachunterricht
Abstract	An important way to address the literacy needs of English learners (ELs) is to ensure that ELs receive evidence-based literacy instruction and intervention. To support teachers' implementation of this instruction and intervention, it is necessary to provide effective professional development (PD). In this systematic review, we synthesized 19 studies that investigated PD on literacy instruction and intervention for ELs. Findings revealed that although PD often targets teachers' implementation of literacy instruction, PD is less likely to focus on teachers' implementation of literacy interventions for ELs experiencing reading difficulties. Nonetheless, PD programs typically resulted in positive changes in teachers' knowledge and practices. However, only 12 of the studies reported on student outcomes. We conclude with research and practical implications related to PD for teachers of ELs that is responsive to the needs of ELs. [This is the online version of an article published in "Review of Educational Research."] (As Provided).
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01