Effects on Literacy, Essay Example

For English language learners (ELL), the importance of content-specific vocabulary is often underestimated. Ranker (2009) emphasizes Non-fiction as a genre worthy of distinctions and special terminology, whereas Harper and Jong (2004) claim that decoding these terms is more important because it aids comprehension of both the language and the content area. In contrast, content area teachers also underestimate the importance of determining the English proficiency level of each student.

The crucial linguistic components of comprehension, vocabulary, phonological awareness, word recognition, reading fluency, and writing are more challenging for ELLs, especially given the variations of context (Teale, 2009; Ranker, 2009; Harper & Jong, 2004).

ELLs are still not understood. No amount of research has been able to help teachers positively determine which method of instruction is the most effective (Teale, 2009; Harper & Jong, 2004).

Instructional Accommodations

Because the literature is in agreement about being centered around the ELL, modified guided reading is one advisable tool for literacy development, providing both an individual and guided experience (Avalos, Plasencia, Chavez, & Rascón, 2007). Hudson and Smith (2001) recommend daily 30-minute tutoring sessions consisting of five steps: orally reading aloud, taking a running record, write a story, cut up and reassemble the story, and introduce a new book and begin the modeling process anew.

When there are a large number of ELLs in a school, it sometimes becomes necessary for the students with low English proficiency to be referred to the special education department. Before this happens, reading programs and small group tutoring are attempted (Rinaldi & Samson, 2008).

References

Avalos, M., Plasencia, A., Chavez, C., & Rascón, J. (2007). Modified Guided Reading: Gateway to English as a Second Language and Literacy Learning. International Reading Association, 61(4), 318-329.

Harper, C. & Jong, E. (2004). Misconceptions about teaching English-language learners. International Reading Association, 48(2), 152-162.

Hudson, R. & Smith, S. (2001). Effective Reading Instruction for Struggling Spanish-Speaking Readers: A Combination of Two Literatures. Retrieved Jan. 15, 2011 from LDOnline. Web.

Ranker, J. (2009). Learning Nonfiction in an ESL Class: The Interaction of Situated Practice and Teacher Scaffolding in a Genre Study. International Reading Association, 62(7), 580-589.

Rinaldi, C., & Samson, R. (2008). English Language Learners and Response to Intervention, Referral Considerations. Council for Exceptional Children, 40(5), 6-14.

Teale, W. (2009). Students Learning English and Their Literacy Instruction in Urban Schools. International Reading Association, 62 (8), 699-703.