Intensive And Extensive Reading

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

Reading can provide many benefits to the reader. One of those benefits is the expansion of the reader’s vocabulary. The more a reader reads, the broader the reader’s vocabulary.

Many students who struggle with reading ask why should we read, what is the point? The point is that being able to read opens you up a whole new world of knowledge and imagination. But to have that new world opened up you need to be able to comprehend what you are reading. The primary goal of reading is to determine the meaning of

Presently there is a rising number of English Language Learners (ELLs) entering into classrooms all over the country. According to the three research studies that I utilized, there are several varied assessment approaches for teaching ELLs in reading (Davis-Lenski, Ehlers-Zavala, Daniel, & Sun-Irminger, 2006; Dreher, & Letcher-Gray, 2009; Ebe, 2010). English Language Learners (ELLs) consistently struggle with some aspects of reading because, they lack background knowledge in terms of the generalized text selections, which they are often given (Davis-Lenski, Ehlers-Zavala, Daniel, & Sun-Irminger, 2006; Dreher, & Letcher-Gray, 2009; Ebe, 2010). The data across all three journal documents agrees that there is an achievement gap where ELLs

However, new language learners most face some difficult and boredom in reading, so teachers should try to give students books that can attract students interest and curiosity. Reading stories and novels can create great interest and suspense that ELL student’s need. Through my reading to this book ‘Their Eyes Were Watching God’ I strongly recommend it as one of these books that can benefit ELS students. According to Krashen (1993) reading is an effective way to increasing and improving improve spelling, grammar, and writing for ELL students, especially reading for pleasure. Krashen also said that students who read for pleasure have better reading comprehension, writing style, and increasing vocabulary. The author also emphasized that the best way to develop Vocabulary is through real encounters words within context (Krashen,

Studies confirm a high correlation of 0.6 to 0.8 between vocabulary knowledge and reading comprehension (Baumann & Kame’enui as cited in Dalton and Grisham, 2011 p. 307). However, the rate at which individual children develop vocabulary knowledge is enormously varied. At 5 years old there is already a 30 million word exposure gap (Hart & Risley as cited in Dalton and Grisham, 2011 p. 307). Linguistic morphology, the study of words and word origins, is a significant component of vocabulary learning programs. Children should be actively supplied with multiple exposures to words and exposures in varying contexts. Walbank and Bisby (2016, p. 11) describe how building adjective vocabulary adds dramatically more interest, accuracy and detail to students oral and written language. To encourage this development, students can work in small groups to brainstorm alternative, more interesting words, for commonly used adjectives. For example, replacing the word ‘good’ with ‘magnificent’, ‘superlative’ or ‘exceptional’. This direct vocabulary instruction is essential, but having only explicit teaching is insufficient. Beck et al (2008) estimate that educators can only actively teach 300-400 words per year (as cited in Dalton and Grisham, 2011 p. 307). Also, research indicates that children learn a far greater number of words indirectly through reading, than from instruction (Cunningham & Stanovich as

The article concluded that “reading development starts before formal instruction” (Mol, 2011, p. 22) and that print exposure coupled with examples of leisure reading to model after were factors in literacy success and leisure reading habits of the student (Myers, 2014, p. 261). Also, in order to narrow the gap between strong readers and struggling readers, more needs to be done to put leisure reading materials in to the hands of struggling readers.

Pikulski and Chard (2005) argue that reading fluency can prove to be a vital bridge for a learner to perfect his or her skills in reading comprehension (p 511). Therefore, the ability of the learner to read the instructional material fluently is likely to have a direct impact on the same learner’s ability to decode the meaning behind the statement read. Fluency therefore makes it possible for learners to acquire the necessary skills that can foster their ability to read and understand comprehension easily. Fluency equips a learner with accurate word recognition abilities that can be central in the way the learner interprets the meaning that is carried across the literature read. The instructors therefore can help learners improve on their fluency by offering constant practical reading session, which can give

Koskinen, P. & Blum, I. H. (1986). Paired repeated reading: a classroom strategy for developing fluent reading. Reading Teacher, 40(1), 70-75

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 the time of acquisition, as well as the comprehensible input and output with the use of scaffolding play a major role in second language acquisition. Kirsten Hummel states, “The one most effective way to increase L2 competence was by exposure to ‘comprehensible input’.” (Hummel, 2014, p. 73) Let us also not forget the importance of written expression as well as reading comprehension with these L2 learners. Each plays a role in language development. However, I believe that to acquire language one must use a variety of techniques that work together to create a balance within the learning environment. Furthermore, all L2 learners acquire language differently and so using a variety of resources that are based on the ability of each student is neccesary. There are many theories that have been developed by highly qualified experts in the field of linguistics. However, I will address those areas that I agree with as I present my personal theories on second language acquisition.

Vocabulary plays a significant role in English as second language learning process. For the majority of English as Second Language(ESL) learners, the ultimate goal of learning the language is to understand (read and listen) and communicate (write and speak) with little difficulty and the lack of sufficient vocabulary may be the constraint of such goal (Folse, 2004). As the bedrock of English and as well as language, vocabulary also facilitates the development of other language skills: lexical richness leads to the progress in the use of language, namely listening, speaking, reading and writing skills (Nation, 1994). Reversely, The improvement in such skills may enhance learners vocabulary size as the exposure to more learning materials improves the capacity to acquire new vocabulary. (The importance of learning vocabulary/ why vocabulary?)

Oral language is also an important component in reading. When a child enters school, they enter with an amount of oral language and background knowledge that would come from their experiences so far. This knowledge helps them to understand their peers and others around them. The amount of oral language development within is student, directly reflects upon their reading level. The easier it is for a child to speak, the easier it is for them to pick up reading. Reading is not an easy task, but oral language does help with the process. Additionally, oral language would also help with the recognizing and association of words to text that is being read. There may be a situation in which the student is reading about for which they can relate too. This could be due to their prior oral language development. Associating words that are recognized in their vocabulary with words that are in the text creates a link that the student can expand on. This

Reading has at all times and in all ages been a source of knowledge, of happiness, of pleasure and even moral courage. In today's world with so much more to know and to learn and also the need for a conscious effort to conquer the divisive forces, the importance of reading has increased. In the olden days if reading was not cultivated or encouraged, there was a substitute for it in the religious sermon and in the oral tradition. The practice of telling stories at bed time compensated to some extent for the lack of reading. In the nineteenth century Victorian households used to get together for an hour or so in the evenings and listen to books being read aloud. But today we not only read, we also want to read more and more and catch up

Reading is an act of perception, analysis, and interpretation done by the reader to get the message to be conveyed by the author in media writing. According to Farr (in Dalman, 2013: 5) suggests that "Reading is the Heart of Education, the reading of reading comprehension is an essential prerequisite for mastery and enhancement of students' knowledge, so after reading the text the reader should be able to understand the text. First, give information, for example by reading newspapers and magazines, secondly, give entertainment, for example by reading a novel.The third one, most importantly reading can provide new knowledge.The book can provide understanding as well as entertaining and providing information.

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.