Integrating English language learner writing strategies in special education

This action research project examined integrating English as second language strategies into the areas of reading and writing to assist many students who receive services in special education and are emerging English language learners. Sixteen teachers from southwest Minnesota and southern Iowa participated in this study. Instrumentation included a survey asking for teacher's perception of selected strategies designed for ELL programs. Quantitative data obtained through the teacher surveys were summarized. The findings of the quantitative data showed the strategies that the teachers selected as the most effective. Five of the eighteen strategies emerged as the best, based on the sixteen teachers' perceptions. For the growing number of ELL students, the complexity of the English language is an obstacle as they struggle to develop higher order reading and writing skills. The results of this study provides information for educators interested in improving reading and writing skills of students with special needs who are emerging English language learners.