Research-Based Methods of Reading Instruction for English Language Learners, Grades K-4

Research-Based Methods of Reading Instruction for English Language Learners, Grades K-4

Research-Based Methods of Reading Instruction for English Language Learners, Grades K-4

Research-Based Methods of Reading Instruction for English Language Learners, Grades K-4

Synopsis

What can we do to help ELL students understand English? In Research-Based Methods of Reading Instruction for English Language Learners, Grades K?4, Sylvia Linan-Thompson and Sharon Vaughn provide over 60 field-tested classroom lessons for ensuring English fluency among young nonnative speakers. Each chapter focuses on research and activities in one of the following areas: In addition to the many step-by-step activities and lesson plans, the book includes in-depth explications of linguistic concepts, a glossary of terms, and lists of relevant online resources. The sooner students grasp the principles of English language acquisition, the better off they are. In this book, you will find everything you need to get elementary-level ELLs reading'and learning'successfully in English.

Excerpt

This book provides teachers with clear guidance and practical classroom lessons for teaching initial reading instruction to English language learners (ELLs) in kindergarten through 5th grade. English language learners are students whose first language is other than English and who are not yet proficient in English. We focus on ELLs who are young enough to profit from the research-based methods of teaching initial reading detailed in this book.

We are not aware of another short, helpful book for teachers that adequately acquaints them with the background and practices they need to do their work. Parts of books, articles, and other materials are available, but too often they are not research based and end up being of little help to classroom teachers.

Classroom teachers do not usually have the resources to search for excellent materials and put them together in a way that is both comprehensive and helpful, particularly since much of this information resides in places that appeal more to researchers than working teachers. Teachers of ELLs have asked us again and again to do a comprehensive book, and we now have the research and practices that allow us to offer this book to teachers.

Without question, the need for sound ELL materials is urgent and growing. In Johanna Haver's 2003 book, she said that in 1999-2000 the number of limited English proficient students was 4,148,997. No one has an exact number for ELLs, but we do know that the demand is great, and new ELLs show up to register in our schools every day.

The goal of the No Child Left Behind Act (2001) is to ensure that all students read on grade level by 3rd grade. Of course, if a student enters school . . .

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