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August, D., Carlo, M., Dressler, C., & Snow, C. (2005). The critical role of vocabulary development for English language learners. Learning Disabilities Research and Practice, 20, 50-57. Beck, I. L., Perfetti, C. A., & McKeown, M. G. (1982). Effects of long-term vocabulary instruction on lexical access and reading comprehension. Journal of Educational Psychology, 74, 506-521. Biemiller, A. (1999). Language and reading success. Newton Upper Falls, MA: Brookline Books. Blachowicz, C. L. Z., Fisher, P. J. L., Ogle D., & Watts-Taffe, S. (2006). Vocabulary: Questions from the classroom. Reading Research Quarterly, 41, 524-539. Carlo, M. S., August, D., McLaughlin, B., Snow, C. E., Dressler, C., Lippman, D., et al. (2004). Closing the gap: Addressing the vocabulary needs for English language learners in bilingual and mainstream classrooms. Reading Research Quarterly, 39, 188-215. Gersten, R., Dimino, J., Jayanthi, M., Kim, J., & Santoro, L. (2007). Teacher study groups as a means to improve reading comprehension and vocabulary instruction for English learners: Results of randomized controlled trials. Signal Hill, CA: Instructional Research Group. Gersten, R., Dimino, J., & Jayanthi, M. (in press). Development of a classroom observational system. In B. Taylor & J. Ysseldyke (Eds.), Reading instruction for English language learners: The Bond symposium. New York: Teachers College. Hiebert, E. H. (2005). State reform policies and the task textbooks pose for first-grade readers. Elementary School Journal, 105, 245-266. National Institute of Child Health and Human Development. (2000). Report of the National Reading Panel. Teaching children to read: An evidence-based assessment of the scientific research literature on reading and its implications for reading instruction (NIH Publication No. 00-4769). Washington, DC: U.S. Government Printing Office. Perez, E. (1981). Oral language competence improves reading skills of Mexican American third graders. Reading Teacher, 35, 24-27. Rousseau, M. K., Tam, B. K. Y., & Ramnarain, R. (1993). Increasing reading proficiency of language-minority students with speech and language impairments. Education and Treatment of Children, 16, 254-271. Umbel, V. M., Pearson, B. Z., Fernandez, M. C., & Oller, D. K. (1992). Measuring bilingual children's receptive vocabularies. Child Development, 63, 1012-1020. Verhallen, M., & Schoonen, R. (1993). Lexical knowledge of monolingual and bilingual children. Applied Linguistics, 14, 344-363. In what way should phonetic instruction be different for ELL students than for native speakers?In what way should phonetic instruction be different for ELL students than for native speakers? Special focus should be given to sounds that are different or are not used in their native language.
What are ways to differentiate instruction for ELL students?5 Solid Steps for Using Differentiated Instruction with ELL Students. Figure Out What You Can Differentiate. ... . Profile Student Readiness. ... . Identify Meaningful Goals and Objectives. ... . Create Learning Profiles. ... . Create Your Differentiated Strategies with Assessment Data.. Why is vocabulary instruction so important for El learners?Knowing vocabulary words is key to reading comprehension. The more words a child knows, the better he or she will understand the text. Using a variety of effective teaching methods will increase the student's ability to learn new words.
What are the differences between teaching literacy to an English language learner vs a native speaker?One difference between teaching reading to a native English speaker and ESL student is that sometimes ELLs are able to decode words but do not understand what they are reading. This is most common in older ELLs.
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In what way should the vocabulary instruction of English learners ELs be distinguished from the vocabulary instruction of native English speakers?
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