What's Different About Teaching

Published by the Center for Applied Linguistics and Delta Systems Co., Inc.

What's Different about Teaching Reading to Students Learning English? provides teacher trainers with a curriculum to guide the professional development of classroom and ESL teachers who teach reading in classes where some or all of the students are English language learners.

This widely used professional development tool now includes a revised and enhanced trainer's manual, a new study guide for use by individual teachers, and a DVD of the popular video, Why Reading is Hard.

Why Reading Is Hard (Video)
Carolyn Temple Adger, Nancy Clair, & David Smith (Producers) (2002)

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.

Developing Literacy in Second-Language Learners
Diane August and Timothy Shanahan (Eds.) (2006)

This volume reports the findings of the National Literacy Panel on Language-Minority Children and Youth. The formal charge to the panel—a distinguished group of expert researchers in reading, language, bilingualism, research methods, and education—was to identify, assess, and synthesize research on the education of language-minority children and youth with respect to their attainment of literacy.

Developing Reading and Writing in Second-Language Learners
Diane August and Timothy Shanahan (Eds.) (2007)

This book was created as a summary of the full volume, Developing Literacy in Second-Language Learners, reporting the findings of the National Literacy Panel on language-minority children and youth.

In this more accessible version, chapters adapted from the full report concisely review the state of knowledge on the development of literacy in language-minority children and youth in relation to five specific themes.

Reading and Adult English Language Learners: A Review of the Research
Miriam Burt, Joy Kreeft Peyton, & Rebecca Adams (2003)

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.