Differences Of Reading Comprehension Development Between Monolinguistic Students And Bilingual Students Learning English As A Second Language

The benefits English language learners (ELLs) receive from Guided Reading are the same as all other students. However, when a modified approach is used ELLs benefit the most. Language learning opportunities gained by ELLs are those that native speakers acquire implicitly. Language and literacy learning opportunities including detailed vocabulary instruction, variables concerning second language (L2) text structure, such as semantics, syntax, and morphology are enhanced and enriched by modification. Some researchers have determined that ELLs are not generally ready for English reading instruction until they are intermediate stage of English language acquisition, while others advocate that reading and a second language are best acquired simultaneously (Avalos, Plasencia, Chavez, & Rascon, 2007, 319). In working with ELLs at

Phonemic awareness is a vital role in literacy instruction. Many schools and districts adopt a commercially published basal reading program and it becomes the cornerstone of their instruction ( (David Chard, n.d.). We also know that through investigation and research it has shown us that word-recognition instruction and instruction in oral language skills related to word recognition were inadequately represented. (David Chard, n.d.) The same researchers have found that the reading passages that students are reading didn’t relate to the words they were learning. In order for students to read at grade level or above a supplemental program should be implemented. I have found that at my school we are lacking a phonics program that will reach different students abilities and make them successful in reading. My goal for this paper is to show my district that using a supplemental phonics program aside from our basal phonics program will prove beneficial to strategic readers who fall below grade level.

The Basic Reading Skills composite measures T’Niq’s ability to read a list of words and correctly pronounce nonsense words. T’Niq’s standard score of 72 falls in the low range at the 3rd percentile, indicating that he performed the same as or above 3 percent of his same-aged peers. Based on T’Niq’s performance on this composite, it appears that he will benefit from explicit instruction on word recognition skills and phonics skills.

Topic: This study attempts to determine the nature of the relationship, if any, between bilingualism and overall academic performance. For the purposes of this study, bilingualism refers to being able to speak more than one language and learning another language(s).

J.G’s reading fluency has ruled out the possibility that this weakness is an academic deficit. Academic deficit usually occur when there is a lack of exposure to words or possibly even naming speed. However, through observation and parent interview it was stated that J.G has individual reading time with his mother every night, which exposes him to different reading material. Additionally, during observation J.G was able to quickly sweep through his alphabets and name colors with ease. In addition, to the support of observation and parent interview the data collected from J.G supported these findings. During testing J.G pronounced most of the words correctly. However, when he attempted to read words using different verb tenses his

The studies were conducted with normal developing, at risk, disabled, and low-achieving readers. The panel also examined research on systemic phonics instruction. Systemic phonics instruction is teaching phonics elements in a planned sequence. There are five approaches to systemic phonics instruction. They are synthetic phonics, analytic phonics, phonics through spelling, phonics in context, and analogy phonics. Synthetic phonics is converting letter into phonemes, then blending phonemes to form words. Analytic phonics is the analyzing of letter- sound relations in identified words. Phonics through spelling is the transforming of sounds into letters to write words. Phonics in context is using sound- letter correspondences along with context cues to identify unfamiliar words. Analogy phonics is when you use parts of already known words to identify new words. The panel presented their findings based on 66 treatment –control group comparisons. It was found that systemic phonics instruction played a big part in children’s growth in reading. The effects of this instruction were found to last beyond the period of training. It was also shown that in order for systemic

Phonemic awareness and phonics are the two reading components that I examined for the Triangulated Analysis project. Phonemic awareness is a subset of phonological awareness and refers to the ability to recognize and manipulate sounds in spoken words. Phonemic awareness is the recognition that spoken words are made up of individual sounds, as well as and the ability to make those sounds. Young learners who acquire this ability are able to hear rhyming words and blend them together. Moreover, phonemic awareness is grounded in oral language and serves as the foundation for reading development, and research suggests that phonemic awareness is the single strongest indicator of a child’s success at learning to read. Alternatively, phonics is the relationship between letter sounds and symbols, and early literacy learners must acquire this ability to recognize, analyze, and decode letters to correctly translate words from print to speech.

As documented in this study, there have been many intense studies for over the past three decade on struggling readers lacking phonological awareness. Being a struggling reader can lead to their low academic performance in core subject areas like Math and English may lead them to develop low self-esteem to the point where they stop believing in their capabilities. This often leads to learn helplessness which is a

learning a word of English, and without prior access to educational programs outside of school which can hinder their learning. Also, minorities tend to be more segregated and put into groups of their own race. There are many ways to help, like offering courses for ELL (English language learners) and bilingual students to keep their native language and culture alive. Also, according to National Center for Education Statistics, “In 2013, about 4.6 million public school students participated in English language learner (ELL) programs. Hispanic students made up the majority of this group (78 percent)” (NCES). Moreover students are away from home and may feel like outcasts, which could lead to them having bad grades and feelings of isolation. Teachers

Vocabulary plays a crucial part in a child learning to read. A student that has limited vocabulary often prevents them from comprehending the text that he or she reads. Students that do not read well often times read less because they find that reading is tough and frustrating. Since these low level readers do not read enough their vocabulary does not improve. Unfortunately, as the student continues through school the gap between good readers and poor readers widens tremendously.

Five studies that fall within the realm of phonemic awareness in early childhood are tier two interventions in response to family income, knowing when and how much to teach, parental involvement, phonemic awareness instruction helping children read, and orthographic influences. Although each of these studies is very different from one another they all have one similar concept, the effect of phonemic awareness on early childhood. Based on these five studies the members of the national reading panel consider children’s ability to perform phonemic awareness tasks easier for those who have already learned to read and write (Ehri et al., 2001). It is thought that phonemic awareness contributes in various ways to a child’s ability to reading words, as the structure of the English writing system is alphabetic (Ehri et al.,

Helping bilingual students expand their content area biliteracy skills is not always an easy task. Due to the significant research in the field that supports the benefits for students, families, and students’ English-language development, an understanding of the importance bilingualism, biliteracy, and heritage language maintenance is essential for educators. This paper provides a continuum of instructional practices based on what Freeman and Freeman (2006) proposed in their book Teaching Reading and Writing in Spanish and English, focused on 3rd through 6th grades bilingual students, which I will use to promote reading, writing, and vocabulary development across all academic content area while developing both primary and secondary language

Usha Goswami and Johannes Zeigler are the authors of the research article Reading Acquisition, Developmental Dyslexia, and Skilled Reading Across Languages: A Psycholinguistic Grain Size Theory. Goswami and Ziegler’s article was presented during the Psycholinguistic course, during the week when we were going over the Reading across languges’ lecture material. In class we talked about the reading development across languages and we specifically discussed why is reading in English more difficult. English is a language with an inconsstent ortography and the readers rely more on the lexical route. Children need to learn mapping for apriximately 600 different ortographic patterns and 400 phonological

Bilingual education refers to the teaching of two languages within an academic setting. Typically, it is offered in both native and secondary languages. However, the United States only refers to bilingual education as the type of instruction given to students who are not proficient in the English language. Such students are known as “English- language learners” (ELL’s), and are largely comprised of Spanish speaking individuals. While the U.S. primarily focuses on its foreign population, it has been shown internationally, that bilingual education has been offered to both native and foreign speakers. The question that remains is whether or not bilingual education is an ideal way for students to become proficient in the English language.

When data from students who had average accuracy and fluency scores, but lower comprehension scores were compared to data from those with similar accuracy and fluency but average comprehension, the consistent differences were found to be lower oral language and vocabulary skills in the poor comprehenders upon entry into formal schooling. (Nation, Cocksey, Taylor & Bishop) Thousands of dollars each year are spent on intervention, trying to improve the reading of children that show delays. When one reads, the clear goal is comprehension of what is read. Without communication of ideas between the author and reader, decoding texts is pointless. Most intervention programs are focused on phonics and word decoding. Oral language interventions concurrent with vocabulary and comprehension tasks at age eight have been shown to lead to significant improvements in reading comprehension. (Nation, et al., 2010). Reading comprehension is not merely a product of being able to decode words and sentences. How we teach children to process and integrate the ideas found in text can have a large impact on their ability to function in a world of ever expanding knowledge and information.