The Missouri Reader Vol. 37, Issue 2 | Page 35

English speaking students begin reading in a
similar manner, and early in this language
acquisition period there is a critical period of
flexibility and responsiveness concerning
feedback to phonological elements (Angiulli et
al., 2004; Roberts, 2005). A study done with a
different grade level of students might yield
different results.
The results from this study can be used to
help further both past and future research
about the ever growing student population of
English Language Learners. Studies in the
classroom can be used to guide the instruction
of teachers as they endeavor to meet all
students’ diverse needs.

References
Angiulli, A. D., Siegel L.S., & Maggi, S.
(2004). Literacy instruction, SES, and word
reading achievement in English-language
learners and children with English as a
first language: A longitudinal study.
Learning Disabilities Research & Practice,
19(4), 202-213.
Calderon, M., Slavin, R., & Sanchez, M. (2011).
Effective instruction for English learners.
The Future of Children, 21(1), 103-127.
Deacon, S. H., Wade-Woolley, L., & Kirby, J. R.
(2009). Flexibility in young secondlanguage learners: Examining the language
specificity of orthographic processing.
Journal of Research in Reading, 32(2), 215229. doi:10.1111/j.1467-9817.2009.01392.x
Fitzgerald, J. (1995). English-as-a-secondlanguage learners’ cognitive reading
processes: A review of research in the
United States. Review of Educational
Research, 65(2), 145-190.
Fountas, I., & Pinnell, G. (1996). Guided
reading.Portsmouth, NH: Heinemann
Publishers.
Gersten, R., Baker, S. K., Haager, D., & Graves,
A. W. (2005). Exploring the role of teacher

quality in predicting reading outcomes for
first-grade English learners. Remedial and
Special Education, 26(4), 197-206.
Gyovai, L. K., Cartledge, G., Kourea, L., Yurick,
A., & Gibson, L. (2009). Early reading
interventions: Responding to the learning
needs of young at-risk English language
learners. Learning Disability Quarterly, 32(3),
143-162.
Lesaux, N. K., & Siegel L. S. (2003). The
development of reading in children who
speak English as a second language.
Developmental Psychology, 39(6), 10051019. doi: 10.1037/0012- 1649.39.6.1005
Roberts, T. A. (2005). Articulation accuracy and
vocabulary size contributions to phonemic
awareness and word reading in English
language learners. Journal of Educational
Psychology, 97(4), 601-616.
Schulz, M. M. (2009). Effective writing
assessment and instruction for young
English language learners. Early Childhood
Education Journal, 37(1), 57-62.
doi: 10.1007/s10643-009-0317-0
Serna, C. (2009). Bilingual authors: Writing
within dual cultural and linguistic
repertoires. Education, 130(1), 78-95.
Slavin, R. E., & Cheung, A. (2005). A synthesis or
research on language of reading instruction
for English language learners. Review of
Educational Research, 75(2), 247-284.
Vadasy, P. F., & Sanders, E. A. (2012). Two-year
follow up of a kindergarten phonics
intervention for English learners and native
English speakers: Contextualizing
treatment impacts by classroom literacy
instruction. Journal of Educational
Psychology, 104(4), 987-1005.
Verhoeven, L. (1990). Acquisition of reading in a
second language. Reading Research
Quarterly, 25, 90-114.

©The Missouri Reader, 37 (2) p.35