Abstract
This mixed-methodology study explores the impact of the Systematic Instruction in Phonological Awareness, Phonics, and Sight Words (SIPPS) program on the reading success of English Language Learners (ELL) at a Title 1 public school in the Southeastern United States. The literature review emphasizes the importance of educator training and professional development, understanding the foundational reading skills needed for ELL students, and the positive impacts of small group instruction on reading success. The paper concludes that early literacy experiences are critical for language development in children and that the ability to read can provide a multitude of opportunities for ELL students.
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