Quantity and quality of literacy instruction for English language learners in Indiana elementary schools

Abstract This research adopts a collective case study to explore the quantity (time allocations for key literacy components and group configurations) quality of English language arts (ELA) instruction Grade 1 learners (ELLs) across six classrooms in three Indiana elementary school districts during 2019–2020 year. Three teachers (treatment group) were participants year-long professional development (PD) program consisting ELL teacher licensure coursework (plus instructional coaching two treatment teachers). The other (control did not participate PD program. Analysis video-recordings teachers’ ELA instruction, coded video instances, time reveal that overall allocated more block, vocabulary, comprehension, fluency general provided higher instruction. findings provide evidence effectiveness improving ELLs. However, both control have some discrepancies their compared evidence-based research. holds important implications educators as they identify employ strategies best suited