Researchers have been aware for several decades that those who achieve a high level of second language proficiency are, by necessity, active strategy users. The importance of using reading strategies is especially critical for English language learners, since high levels of English language literacy -- which are essential for even minimal academic achievement at any level (elementary, secondary, university, and tertiary) -- have been found to correlate with frequent and complex strategy use (Poole, 2005)
Teachers must recognizes and teach students so the students is not mislabeled because or boredom. As a society in general, the focus needs to be placed on the value of a solid education (Reed & Railsback, 2003)
231). With respect to differences in linguistic background, current estimates indicate that more than 2 million students come from non-English-speaking backgrounds and that by the year 2020, the number of ELL students will approach six million (Saenz et al
Types of languages spoken, numbers of students in those groups, availability of bilingual staff, and financial resources are some of the factors that will determine how the primary language will be used, for what amount of time, and for what purpose. Student engagement is by far the most important instructional strategy for teaching ELL students (Stronge, 2002)
English language learners require very specific instruction while in the classroom to be successful (Murphy, 2009). Although it is well documented that extensive reading plays an important role in the development of language skills by ELLs, it remains unclear how vocabulary is acquired; however, it is known that language and vocabulary are the primary vehicles of classroom instruction, and that the learning tasks require ELLs to repeatedly process vocabulary (Tran, 2007)
By sixth grade, the focus has shifted and students are expected to read to learn. "Literacy is an evolving concept" (Vacca, Vacca, and Mraz, 2011, p