Teaching Reading Skills With Computer Assisted Language Learning

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

Learning to read is a complex task which involves active problem solving through the implementation of several intertwined skills. When providing reading instruction, it is not feasible to expect that children will pick up these skills implicitly. Effective reading instruction requires an explicit and systematic approach which aims to develop the specific skills and understanding required for successful reading. As children move through the stages of reading, learning is supported through methodical and integrated instruction in concepts of print, phonemic and phonological awareness, phonics, fluency, vocabulary and comprehension. However children are active learners rather

The Simple View of Reading (SVoR) model suggests that children must have language comprehension and word recognition skills to be proficient readers, Medwell et al (2014). Jim Rose’s report (2006, p. 40) outlined the Simple View of Reading as a useful framework, which would make explicit to teachers what they need to teach about word recognition and language comprehension (see appendix 1). Before the Rose report, reading was defined as decoding black marks, Graham and Kelly (2012). After this the searchlights model suggested that phonics, grammatical knowledge, reading comprehension and graphic knowledge are equally useful tools when learning to read, Ward (2008). The Rose report’s Independent Review of the Teaching of Early reading reconstructed this model and created the SVoR. Rose (2006, p. 38) determines word recognition as a process which allows you to use “phonics to recognise words” and language comprehension as the means by which “word information, sentences and discourse are interpreted.” The SVoR suggests that, to become a fluent reader, the skills of language comprehension and word recognition are equally important and dependent on each other. Gough and Tummer first mentioned this model, as stated that “comprehension is not sufficient, for decoding is also necessary” Wyse et al (2013, p.

Reading is a means of language acquisition, of communication, and of sharing information which is essential in being a productive member of society. If and when a student missed an opportunity to learn the skills necessary for reading, it’s has a profound impact on their lives. As educators we realize that teaching all children to read requires that every child receive excellent reading instruction. We are also aware that children, who are struggling with reading must receive

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.

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 first component of the five areas of reading instruction is phonemic awareness. According to Put

The client’s reading was probed and analyzed at the beginning of the semester to determine reading strategies to overcome word-finding difficulties and assist with comprehension. Results are included in the “Beginning of the Semester Status” above.

Reading is a basic skill that students develop and improve throughout their whole life. There will always be room to improve a person’s reading skills; whether they be nine or ninety, one’s brain will always be building and making new connections and like Jonathan Seagull, one should strive to improve.

"The more that you read the more you learn" said Dr. Seuss in his book "I Can Read With My Eyes Shut". Reading is the most efficient method for learning a new language. There are several stages of reading where each one has it's own significance and all these stages are repeated to create holistic knowledge on a book (Dr. Janet Swaffer p1).

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.

Over the years education has evolved from the one room schoolhouse to multimillion-dollar campuses, naturally educational expectations have evolved as well. The ability to read was once a sign of wealth and sophistication; now reading is an essential skill to function in every day society. Reading is used in every aspect of life, all reading research can agree on the fundamental importance of reading ability. Reading is the act of taking written information and interpreting it into language. However this means that one can read without full comprehension of what the text actually states, this where the ideas of reading expert Tim Rasinski come into play. Tim Rasinski is a well-accredited reading

Reading is believed to be an easy task, something we all learning and develop through the years as we grow, however, is it really that simple? To reading and understanding are both essential when a student begins to read. It is a complex action that requires a multitude of different actions/components, all working at the same time, to become a successful reader. The components that are pertinent to reading are: comprehension, oral language, phonological awareness, phonics, fluency and vocabulary. Without these components, reading may very well be irrelevant because it does not make sense to read and not understand what is being transmitted/relayed. According to the National Reading Panel (NRP), “a combination of techniques is effective for

It is important to see if it is a worthwhile method to use technology in literacy education by itself, in combination with classroom learning, or not at all. Millions of adults around the world are illiterate hindering their chances of finding a job and living in everyday life making the need for resources to help them overcome it necessary. Before advanced technology came out the only viable way to teach writing and reading to adults was in classrooms. Today there are more tools available that can enhance an adult’s ability to learn to read and write. The parts of the world that have the highest illiteracy are South Asia and sub-Saharan Africa places with little advanced technology making it harder to use it for learning.

This chapter has been designed to delineate the viewpoints of various researchers and linguists to form a conceptual framework for this study and its research questions. There have been several studies on the students who have English as their first language. The researchers found the differences in the readers which help them to make distinguish between the poor readers and good readers. Moreover, there were also studies on second language learners which prove that chunking words into meaningful phrases can increase the skill of reading comprehension. A review of these studies follows.