ELL Research

A Growing Need to Serve English-Language Learners:
From 1991 to 2001, the number of English-Language Learners (ELL) increased from 2.4 to 4.7 million students, about a 96 percent increase¹. With ELL comprising almost 10% of the K–12 student population and indicators revealing that the number will increase, schools must adopt strategies and programs to meet the needs of this growing segment. Additionally, government legislation under the No Child Left Behind (NCLB) Act, which requires every school to disaggregate test results for specific groups of students, including ELL, will make it necessary for schools to demonstrate improvements in such populations.

ELL and READ 180

Featured Results

In the 2000–2001 school year, an independent research study of READ 180 was conducted in the Los Angeles Unified School District. The study reveals that READ 180 participants experienced significant gains; whereas the comparison group actually experienced a loss both in Reading and Language Arts. Using READ 180 helped the experimental group of students make significant progress in reading over the course of one school year. Analysis of disaggregated data showed that 69% of the participants were noted as Limited English Proficient (LEP) or had been recently reclassified from LEP. The gains of these students were essentially identical to the entire READ 180 group. Read the Full Report (PDF)

Learn more about how READ 180 supports ELL students. Go Now

ELL and READ 180 System 44 and READ 180: Research-Based Literacy Instruction for English Language Learners A detailed description of how System 44 and READ 180 align with research and best practices in reading and literacy education for English language learners. Download Research Foundation Paper (PDF) See all ELL Research and Results

¹ U.S. Department of Education’s Survey of the States, Limited English Proficient Students and Available Educational Programs and Services, 1991–1992 through 2000–2001.