Preparing America’s students for success. What Does Research Tell Us About Teaching Reading non native educators in english language teaching pdf English Language Learners? What Does Research Tell Us About Teaching Reading to English Language Learners?
In this article, a seasoned ELL teacher synthesizes her own classroom experience and the findings of the National Literacy Panel on Language-Minority Children and Youth to make recommendations for effective literacy instruction of ELL students. As a classroom teacher, I was largely ignorant of, and definitely suspicious of, research. I believed that researchers could make their studies come out any way they wanted them to, and that a good teacher who reflected on her own teaching knew much more about how to be effective with her students than any researcher did. Later, as a university professor, I learned how important good research can be, and how difficult it is to do really good experimental research in a field such as education, where it is impossible to control all the variables.
The panel’s charge was to review existing studies, choose those that were well designed and well implemented, and synthesize their findings. Reading First grant program included in the No Child Left Behind legislation of 2001. Although there was initially a good deal of controversy about the findings of the report, all U. NRP applied to their students.
How do you teach phonemic awareness and phonics in English to students who can’t yet hear and distinguish the sounds? How do you teach fluency to students whose control of the structures of the English language is still limited? How do you teach them grade-level vocabulary when their vocabulary knowledge starts so far behind that of their English-speaking peers? How do you teach reading comprehension in English when they don’t yet comprehend the English language?