Abstract
In 2003–2008, the Carnegie Corporation of New York funded the research on Expediting Comprehension for English Language Learners (ExC‐ELL). The empirical research focused on components testing in order to develop a professional development model for middle and high school teachers of English, science, mathematics, and social studies who teach English Learners (ELs) in mainstream classrooms. The study informed how to explicitly teach vocabulary across the content areas before, during, and after students read a text. Preteaching of keywords and phrases at the beginning of a lesson helped ELs understand the text better, develop stronger reading comprehension, and produce higher quality writing.
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