Purdue University Graduate School
Dissertation_Haiyan Li Final.pdf (2.4 MB)

Literacy Instruction for English Language Learners in Indiana Elementary Schools: Quality and Quantity, the effectiveness of Professional Development and the Impact of Covid-19

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posted on 2022-07-26, 15:35 authored by Haiyan LiHaiyan Li


The rapid growth of the English Language Learner (ELL) population in Indiana has raised challenges for English language arts (ELA) instruction. This research adopts collective case studies and mixed-methods studies to explore the quality and quantity of ELA instruction (time allocation to literacy components and group configuration) for ELLs in Indiana elementary classrooms. Study one aims to further the understanding of the quality and quantity of ELL literacy instruction in Indiana first-grade classrooms through a collective case study. Then, a sequential mixed methods study is designed to examine the effect of professional development on ELL literacy instruction in second-grade classrooms (Study 2). To gain a deeper understanding of how Indiana schools have been coping with the COVID pandemic, another sequential mixed-methods study is designed to explore how the pandemic has impacted the quality and quantity of literacy instruction compared with the pre-pandemic era in K-5 classrooms (Study 3). These serial inquiries hold important implications for literacy educators with ELL students on how best to structure and plan for their English language arts (ELA) instruction. Also, they will inform schools on how to select professional development that yields significant transformations in teachers’ literacy practices, as well as how to better address ELL needs during the pandemic.




Degree Type

  • Doctor of Philosophy


  • Curriculum and Instruction

Campus location

  • West Lafayette

Advisor/Supervisor/Committee Chair

Wayne E. Wright

Additional Committee Member 2

Trish Morita-Mullaney

Additional Committee Member 3

Virak Chan

Additional Committee Member 4

Jake Burdick