Monica Bracho Handyside Livres

English language learners (ELL) in American schools face significant challenges, particularly those from Latino and Caribbean backgrounds, who often struggle with reading and academic performance. Representing about twenty percent of U.S. students, these learners must simultaneously acquire English and grasp grade-level content. They encounter linguistic complexities while developing essential literacy skills such as phonemic awareness, phonics, and vocabulary. Effective instruction must focus on enhancing thinking skills and teaching learning strategies to support their dual learning needs.

Unlocking the connection between Psychology and second language reading