The Institute of Education Sciences (IES) publishes practice guides in education
to bring the best available evidence and expertise to bear on the types o systemicchallenges that cannot currently be addressed by single interventions or programs.Authors o practice guides seldom conduct the types o systematic literature searchesthat are the backbone o a meta-analysis, though they take advantage o such workwhen it is already published. Instead, they use their expertise to identiy the mostimportant research with respect to their recommendations, augmented by a searcho recent publications to assure that the research citations are up-to-date.One unique eature o IES-sponsored practice guides is that they are subjected torigorous external peer review through the same oce that is responsible or inde-pendent review o other IES publications. A critical task o the peer reviewers o apractice guide is to determine whether the evidence cited in support o particularrecommendations is up-to-date and that studies o similar or better quality thatpoint in a dierent direction have not been ignored. Because practice guides dependon the expertise o their authors and their group decisionmaking, the content o apractice guide is not and should not be viewed as a set o recommendations that inevery case depends on and ows inevitably rom scientifc research.The goal o this Practice Guide is to ormulate specifc and coherent evidence-basedrecommendations or use by educators addressing a multiaceted challenge thatlacks developed or evaluated packaged approaches. The challenge is eective lit-eracy instruction or English learners in the elementary grades. The Guide providespractical and coherent inormation on critical topics related to literacy instructionor English learners.