Learning to read in English is difficult for adult English language learners. Teachers know that their learners come from diverse backgrounds, have different experiences with literacy in their first languages, and have various reasons for learning English. They also know that there is no simple recipe to help their students become proficient readers.
What does the research say? How can it inform instructional practice?
This book summarizes the research on adult English language learners reading English, offers ESL teachers and administrators suggestions for instruction, and points to areas where further research is needed. 2003. (46 pp).
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