Implications And Limitations Of Input Enhancement In Literature

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

Many popular theories of second language acquisition have been analyzed throughout history. The socialization of L2 learners, their present emotional state that is present at time of acquisition, as well as the comprehensible input and output with the use of scaffolding play a major role in second language acquisition. Let us also not forget the importance of written expression as well as reading comprehension with these L2 learners. Each play a role in language development. However, I believe that in acquiring a language, one must use a variety of techniques that work together to create a balance within the learning environment. Furthermore, all L2 learners learn differently and so a variety of resources will need to be used based on the ability of each student. There are many theories that have been developed by highly qualified experts in the field on linguistics. However, I will address those areas that I agree with as I present my personal theories on second language acquisition.

However, there are several limitations to this study. One, the sample size is small, and there results may not generalize to other populations. Second, the study was conducted for only six

Lee & Schaller’s (1997) quantitative study examined the relationships between ELL students who demonstrated a level of proficiency compared to ELL students’ basic reading skills. The study (1997) tested two hypotheses to check reliability and validity; the hypotheses were examined from the following: (1) a foundation of language proficiency showed learners with below average levels in L2 proficiency showed little relationship between their L1 and L2 reading ability whereas learners with above average in L2 proficiency demonstrated a positive relationship between their L1 and L2 reading abilities.(b) The benefit of L2 proficiency was higher than the benefit of L1 reading ability in predicting L2 reading ability. In addition, Schaller & Lee’s (1997) study showed a correlation between the two hypotheses. For example, when L2 learners obtain previous knowledge from L1 experiences, their reading skills can potentially improve as information is

The role of metadiscourse markers and their explicit instruction in reading comprehension have been studied many research studies (e.g., Camiciottoli, 2003; Intaraprawat & Steffensen, 1995; Vande Kopple, 1985). Moreover, there are studies in Iran as well (e.g., Dastgoshadeh, 2001; Jalilifar & Alipour, 2007; Parvaresh & Nemati, 2008; Aidinlou & Vafaee, 2012; Jalififar & Shooshtari, 2011; Karimi, Tabrizi, Sadeghoghli, 2013; Gholami, Tajjali & Shokrpour,

The discussion briefly describes the results, but it failed to restate the purpose of the study. It discusses the results with many new citations that had not been provided in the introduction. It discussed future research implications but not in great detail. One of the greater strengths of the discussion was that it discussed multiple implications for professionals to consider. Additionally, the limitations and strengths of the study were discussed in detail.

This study was limited due to the small sample size. Although the conclusions are valid, more research with a

Many second language acquisition theories have been developed over the years. These theories examine the avenues in which second language is acquired and the avenues in which they are

In beginning differentiation for ENLs, it is important to provide multiple opportunities for students to read and interpret complicated texts. ENLs of varying abilities can be grouped together during reading activities. This group can represent one of the “tiers” during lesson planning. Passages or chunks of leveled texts should be carefully chosen for this specific purpose. As other students read silently and independently, ENLs can also read silently. The ENLs however, should be encouraged to support one another and ask one another questions when they do not understand. This gives language learners of different levels a chance to collaborate. More advanced learners often enjoy helping their classmates.

IMR is important to readability because it captures a notion that psychologist have been talking about in an intuitive way for some time. Frank Smith (1978) and Kenneth and Yetta Goodman (1979) have pointed out that a critical factor in reading ability is what the reader brings to the text, or what is usually referred to as prior knowledge. Prior knowledge naturally enhances the readability of a text because it creates input-memory redundancy. Prior knowledge is the memory part of IMR. But is clear that prior knowledge, or input-memory redundancy, is just a difficult to define and measure as semantic and pragmatic redundancy, if not more so.

The results from this study only reflect a very small number of the population, so it is difficult for this experiment to show any significant results. It would have reflected better on the results if the sample size had been meet, however it was not possible due to lack of time and number of eligible volunteers.

Lexiles is a readability formula that was designed electronically to calculate a student’s MSL and MLWF. Using this formula they was able to make an assumption that if a student uses short sentences and simple words they do not understand the material. Where as if a student who writes longer sentences and uses bigger words understands the material very well. Students MSL and MLWF was then added on a scale ranging from 0 to 2000, with

However, the second method being discussed in this paper, the whole language approach, focuses much of its attention on making sure the student understands and enjoys what he or she is reading. Whole language instruction occurs when a student acquires language rather than learning it through direct instruction (Brooks 35-36). This method is more child centered than teacher dominated, because the objective is for the student to learn how to read through talking and doing rather than through passive listening. Unlike phonics, whole language uses a variety of ways to give students the opportunity to interact with the text they are reading. Questioning, discussing, problem-solving, listening, writing, drawing, and dramatizing are among the ways students interact with text. Students are also encouraged to implement simple strategies while reading such as: reading the sentence and guessing what word will come next, looking at the picture on the page to help figure out the sentence, and also rereading the sentence for clarification. This method also does a good job in allowing the students to engage in text at their own speed and often in their own ways (36).

That being said, comprehension is not just understanding the singular words that are being read, but being able to put them together, along with activating previous knowledge, make sense and develop meaning to the text. Essentially, when a reader is immersed and engaged in text, they are actively developing meaning to the text while formulating questions that may later be answered by the text itself.

Reading comprehension at a knowledge level is a complex task. Reading comprehension instruction that attempts to move students beyond the knowledge level to a place of true understanding is daunting at best and not something that can be left to guess work. A review of current literature in