This research adopts a multiple-case study to explore the quality and quantity of the English language arts (ELA) instruction for English Language Learners (ELLs) across six 1st grade teachers (3 treatment teachers receiving ELL licensure coursework and instructional coaching and 3 control teachers receiving no coursework or coaching) from three Indiana school districts. Three video recordings were made of each teacher’s English language arts block at the beginning, middle, and end of the school year. We developed and used rubrics grounded in the scientific literature of best practices for ELLs to evaluate the quality of literacy instruction. Rubrics were completed and reconciled by two research team members immediately following each observation. To measure quantity, we used the video analysis software V-note to code different types of literacy instructional strategies, techniques, and grouping configurations that are aligned with our rubrics. For example, use of small groups or instructional scaffolds to create greater comprehension among ELLs. Rubric scores and coded videos instances were reviewed and analyzed to answer the following research questions: What are the differences between the treatment and control groups of teachers in terms of (1) quality of instruction; (2) the amount of time allocated to various literacy components (e.g., phonemic awareness, phonics, comprehension, fluency, vocabulary and writing) and to effective strategies; and (3) the amount of time spent in various grouping configurations (e.g., whole group, small group, pairs, individual work)? Through this inquiry, we draw conclusions about the quality and quantity of ELA instruction in light of what the academic literature indicates is high quality instruction for ELLs. This study holds important implications for literacy educators as they identify and employ what strategies are best suited for ELLs.
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