at the University of Massachusetts-Lowell,

that among these factors are: (a) the rapid growth of ELLs in higher education, (b) the tremendous diversity among ELLs at the university level, and (c) the dynamic, evolving, and sometimes controversial state of reading research in general. Added to this is the lack of consistent and generalizable findings on second lan-guage reading processes and programs in particular (Slavin & Cheung, 2005). More research is therefore needed to shed light on the complicated interaction between English language acquisition and use, as well as the reading and comprehension of postsecondary ELL students. A Range of K-12 Strategies Some people may assume that research findings that address the needs of ELLs at elementary, middle, and high school levels can be transferred to college-level students. This is not necessarily the case because college level instruction is structured dif-ferently and usually builds on previously acquired social and academic knowledge. At the middle or high school levels, teachers may choose to use certain strategies that involve hands-on-approaches to enhance learning or develop clear consistent class-room routines that accommodate the needs of ELLs and help them master concepts in the content areas. Such strategies are typically imple-mented through peer-mediated instruc-tional formats where students are asked to work in small groups or in pairs. These models are carefully monitored by th