Abstract
The research presented in this article demonstrates a qualitative view of the science of reading for phonemic awareness instruction, phonics instruction, vocabulary development, and reading comprehension strategies for English Language Learners (ELLs) in PK-12 schools. The research builds upon esteemed writers Dr. Sharon Vaughn and Dr. Sylvia Linan-Thompson’s work in their book Research-Based Methods of Reading Instruction for Learners, Grades K-4 and other reading experts such as Dr. Wiley Blevins and Dr. Lisa Moats to apply to the growing population for ELLs in PK-12 schools and how to shift from a “whole language classroom” to a classroom built on the science of reading. This paper aims to provide instructors from PK-12 schools with strategies to teach ELLs who have interrupted formal education and minimal to no experience with hearing spoken English or reading English texts in response to the change in curriculum and instructional materials permitted in the classroom which aligns with the science of reading. Moreover, the intended purpose of this article is to help guide teachers from a “whole language classroom” that relies on the MSV (meaning, structure, and visual) or “cueing method” to instruction rooted in foundational reading skills for English letter names and which sounds the letters make, which letter combinations make which sounds, assigning decodable texts with a gradual introduction to high frequency words, vocabulary development for academic and everyday English, and reading comprehension strategies for students. The research presented in this article applies to students with an ELD specialist or students in schools with small groups in the classroom or interventions.
Recommended Citation
Petrus, C. E. (2025). Why the “Whole Language Approach” to Reading Fails ELL Students & Instructional Strategies to Employ Instead. Journal of English Learner Education. (17)1.
Retrieved from https://stars.library.ucf.edu/jele/vol17/iss1/2
Included in
Bilingual, Multilingual, and Multicultural Education Commons, Curriculum and Instruction Commons, Educational Assessment, Evaluation, and Research Commons, Educational Methods Commons, Elementary Education Commons, Indigenous Education Commons, Language and Literacy Education Commons, Other Educational Administration and Supervision Commons, Teacher Education and Professional Development Commons
