Scholarly Articles On Teaching And Learning

English Language Learners (hereafter referred to as ELLs) currently comprise 10% of the total school population in the United States (National Center for Education Statistics, 2005). It is a population that is going to continue to increase in American public education and their specific needs for learning literacy are of great importance to teachers. Since schools and teachers are increasingly judged based upon the academic achievement of students, then the success of the growing population of ELLs is going to be increasingly important. In the present paper the role of the teacher and specific research-based literacy strategies for ELLs is investigated.

In every school across America, effective practices of reading instruction are being discussed. Calkins (2012) suggests that over 85% of students being tested on grade level literacy standards are non-proficient. Research suggests that students, who are unable to read proficiently by third grade, are not predicted to ever learn to read or have successful lives when they reach adulthood (Martinez, 2008). For these reasons, it is important that districts implement literacy models and instructional reforms that have been well researched and shown to be successful. The instructional reform method of Balanced Literacy is being used throughout the country to meet the challenging standards of the Common Core. Teachers will need

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

Hudgins, B.B., & Riesenmy, M.R. (1994). Teaching self-direction to enhance children’s thinking in physical science. Journal of Educational Research, 88(1), 15.

The importance of decreasing this test score gap is essential because the No Child Left Behind legislation mandates that all students make annual progress toward reaching mastery in the core subjects of reading, math, science and social studies. Additionally in Texas, schools are rated based partially on the annual progress of subpopulations on campus. In the absence of a socio-economic disparity, more study needs to be done on ways that African-American students can become more successful at increasingly elevating their level of performance on state mandated tests. Explicit instruction is an important part of vocabulary acquisition. According to Harmon (1998) directly teaching vocabulary can assist with reading comprehension when students are taught to integrate new words with their

As time goes on the familiarity with reading and writing is essential for an individual to better themselves in life, for the world we live in is a place for competition between every human to succeed. The value of literacy is not only for high-end people but anybody that want to gain knowledge. As one gains knowledge through literacy, it can extend toward one achieving their goals or achievements in life. The strategies when going over a reading assignment is a significant part of what one is trying to comprehend the text.

Throughout the eighth grade year, my reading comprehension and analysis skills have dramatically strengthened. First, my reading comprehension abilities have strengthened over the year because of the strong vocabulary that filled the books I read. The books that used advanced terminology were Lord of the Flies, Fahrenheit 451 and Twelfth Night. Whenever I read a word I didn’t understand in these novels, I always searched for the definition. By using this effective reading strategy, I was able to strengthen my vocabulary while receiving a complete comprehension of the novel being analyzed. Lord of the Flies, Fahrenheit 451 and Twelfth Night were both challenging novels to read because of their sophisticated vocabulary. However, these challenging

If a student has poor reading abilities, that will show through in their writing as well because reading and writing go hand in hand. Without comprehending a reading assignment, how can anyone go on to write a paper on it? Writing Across the Curriculum (WAC) is a place for faculty to turn to when addressing these specific problems involving writing. Now, WAC is a place that faculty can turn to when addressing reading problems as well because “efforts at improving student reading must begin with a conscious awareness that we ask and expect students to read in particular ways that may not always be familiar to them.” If faculty can guide students to make connections in reading, whether in personal, real world or between other works, they are more likely to better understand the reading.

have had significant increases in their ELL population (Echevarria et al., 2006). These increases mean that the challenges of meeting the needs of students with limited English proficiency (LEP) is no longer confined to urban schools; all teachers must be equipped with the knowledge and skills to address the educational needs of these diverse learners (DelliCarpini, 2008).

Achievement Standard English 91479: Develop an informed understanding of literature and/or language using critical texts.

Many times, schools focus too much on having the student master English that they fall behind in other subjects. Not only that but having English only classrooms

Professor Jacob Neusner states that there exists a social contract between teacher and student, which is that true learning occurs when teachers teach students to teach themselves. In his article “What Does ‘Vocabulary’ Mean?”, Andrew Heinze asks what should professors at educational institutions do to accommodate the needs of students and address the problem with college students not comprehending basic vocabulary, and the impact this has on their performance in school. In order to address this education gap a few things need to be called to action and or either accomplished: attrition rate of teachers, parents of students need to become more involved in their children’s education, the lack of reading comprehension with students needs to

Students having hard times in comprehending the thought of the text and what the author implies. It seems to be reading by words but not reading between the lines. It is important to know how comprehension plays an integral part in a manner of thinking and conceptualizing facts and ideas from the

Many students are passed on through the education system without having proper reading skills. These skills consist of fluency, comprehension, and phonemic awareness. Reading skills are foundational building blocks for elementary aged students. Students who lack proper reading skills, such as fluency or the rate in which they read, will ultimately lack comprehension of what they are reading due to the amount of time in which it takes the students to read. This leads to the question, how does fifth grade students lack of fluency affect his or her reading comprehension? Unfortunately, because reading skills taught in kindergarten and first grade focus mainly on phonemic

In this information–driven age, preparing students to read a variety of texts with complete understanding should likely be one of our educational system’s highest priorities. Understanding is more than just the ability to produce information on demand (knowledge) or the ability to perform learned routines (skills). “Understanding is the ability to think and act flexibly with what one knows.” (Active Learning Practice for Schools, n. d.) A review of the literature in the area of reading comprehension of elementary-age students shows two principle areas of focus. There is a body of literature that examines the development of proficient vs. struggling comprehenders and another body of literature that compares methodologies for teaching