This article from AdLit.org provides guidance on adolescent literacy strategies aimed specifically at English language learners.

This document provides nine research-based principles addressing supportive school environments for English language learners (ELLs).

This link is to a Center on Instruction guide providing research-based recommendations for instruction and academic interventions. The document may be useful to policymakers, administrators, and K-12 teachers.

This Center on Instruction guidance document is aimed at state-level policy makers as they work to improve adolescent literacy.

Authored by Karen Swisher, Ed.D., this article reviews the effect of learning styles in the teaching of American Indian and Alaskan Native students. It provides an overview of the research on learning styles and suggests how teachers should approach understanding how their native students learn. As Director of the Center for Indian Education at Arizona State University, Dr. Swisher was instrumental in recognizing learning styles as an important element in the professional development of pre-service and in-service teachers in schools attended by American Indian and Alaskan Native children.

Authored by Soleste Hilberg and Roland Tharp, "this Digest begins with a brief discussion of two prominent definitions of learning styles and then describes studies that have found differences between the learning styles of American Indian students and students of other cultural groups. The Digest then presents instructional interventions stemming from learning styles research."

This link is to English language learner resources available at the U.S. Department of Education's Doing What Works website.

This link is to a Center on Instruction document addressing language and reading interventions for English language learners (ELLs) and ELL students with disabilities.

"This Education Alliance paper highlights the substantial overlap in recommended practices from two emerging areas of educational research: research on the academic literacy development of adolescents and research on English language learners (ELLs) in secondary schools. Specifically, this paper examines instructional principles related to the connection between students' motivation and engagement and their literacy development as supported by both bodies of literature. These principles include making connections to students' lives, creating responsive classrooms, and having students interact with each other and with text."

The Teaching Diverse Learners website "provides access to information publications, educational materials, and the work of experts in the field that promotes high achievement for ELLs."