Literacy Education
Projects
CAL is involved in a variety of projects related to literacy education.
Please review our current and most recent projects described below.
Acquiring Literacy in English
CAL conducted a 5-year research program consisting of several
studies on the acquisition of literacy by Spanish-speaking children
from prekindergarten through fifth grade. Several published articles
report on results. Learn
more about Acquiring Literacy in English.
Adolescent ELL Literacy Policy
CAL convened a panel of researchers on ELL adolescent literacy issues
and has prepared a policy document on promising practices entitled Double the Work: Challenges and Solutions to Acquiring Language and Academic Literacy for Adolescent English Language Learners. Learn more about CAL's work on this project.
Center for Adult English Language Acquisition (CAELA)
CAELA helps states build their capacity to improve the skills of teachers and administrators in adult English as a second language (ESL) programs and makes research findings and research-based resources available to practitioners working with adult English language learners. CAELA is the successor to the National Center for ESL Literacy Education (NCLE), operated by CAL from 1989 to 2004. Visit the CAELA Web site.
National Literacy Panel on Language Minority Children and Youth
The National Literacy Panel reviewed and synthesized over 20 years
of research literature on the acquisition of literacy by language minority
learners. Learn more about the National Literacy Panel.
Related Projects
Center for Research on the Educational Achievement and Teaching of English Language Learners (CREATE)
CAL is conducting national research on the SIOP Model and working with other collaborators to develop a systematic intervention model for ELLs in grades 4-8 regarding language, literacy, and content. CAL will also provide dissemination activities for CREATE. Learn more.
Diagnostic Assessment of Reading Comprehension
CAL is developing a reading comprehension test battery for ELLs and
native English speakers from Grades 3 through 5. The test
battery will include measurement of decoding and word fluency,
central comprehension processes, and children’s sensitivity
to linguistic variation in the text. Learn more.
English for Heritage Language Speakers
CAL is working with two partner universities to develop an
intensive program to enable heritage speakers of critical languages
to develop their English proficiency to high levels, with particular
focus on language skills specific to the federal workplace. Learn
more on the EHLS Web site.
Enhanced Assessment Instruments for English Language Learners (WIDA
Consortium Project)
CAL has developed and will maintain assessments to annually measure
the English language proficiency of English language learners in
Grades K through 12 as mandated by the No Child Left Behind legislation. Learn more.
Enhancing Secondary Education in the Central Valley: Success and
Access for English Language Learners
CAL is planning a project to promote students’ high school
graduation and post secondary school enrollment. Learn more.
Ghana - Improved Quality and Access to Basic Education
CAL guided development of a short introduction to English for nonformal
education, development and implementation of literacy standards,
and development of a reading assessment instrument in five languages.
Learn more about the Ghana project.
Parent Time Curriculum for Adults Learning English
In collaboration with National Center for Family Literacy, CAL staff developed Parenting for Academic Success, a collection of curriculum units to be used in programs for adults learning English and in family literacy programs. Learn more.
Project Reach: Technical Assistance on Scientifically Based Reading
Approaches
CAL is providing information and technical assistance to National Center for Family Literacy project
staff, training staff, and schools on working with students learning
to read in English. Learn more.
Project SAILL: Success Through Academic Interventions in Language & Literacy
CAL supports the development, implementation, and evaluation of research-based models for two major approaches to the education of English language learners—structured English immersion and transitional bilingual education—to determine the impact of the different program models on the performance of Spanish-speaking English language learners in Grades K–3. Learn more.
