Basal readers and english language learners: A content analysis study

Abstract The population of English Language Learners (ELLs) in U.S. public schools has grown in the past decade. Despite this growth, most teachers are not adequately trained to teach these students. Because teachers rely on basal readers as the backbone for daily reading instruction, the inclusion of instruction strategies for ELLs in these series is imperative. In 1992, Schumm, Vaughn, Klingner, and Haager conducted a content analysis of basal readers and concluded that while teachers’ manuals for basal readers gave suggestions to teachers for instructing ELLs, this content was limited. This study replicates the research of Schumm, et al. with currently available basais and concludes that in the ten years since the original study, there has been significantly greater coverage of several themes, suggestions, and strategies for teaching ELLs; although, some areas are still lacking. Suggestions for further research conclude the study.