Reading Aid Seen to Lag in ELL Focus

Autor/in	Zehr, Mary Ann
Titel	Reading Aid Seen to Lag in ELL Focus
Quelle	In: Education Week, 27 (2007) 9, S.1 (3 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0277-4232
Schlagwörter	Urban Schools; Federal Legislation; Reading Programs; Reading Strategies; Reading Skills; Reading Instruction; English (Second Language); Reading Achievement; Federal Programs; Limited English Speaking; School Districts; Public Schools; Bilingual Students; Faculty Development; Workshops; Teaching Methods; Teacher Competencies; California; Illinois; New York + Suchen Sie Ihr Suchwort? Urban area; Urban areas; School; Schools; Stadtregion; Stadt; Schule; Bundesrecht; Reading strategy; Leselernstufe; Lesetechnik; Reading skill; Lesefertigkeit; Leseunterricht; English as second language; English; Second Language; Englisch als Zweitsprache; Leseleistung; School district; Schulbezirk; Public school; Öffentliche Schule; Lernwerkstatt; Schulung; Teaching method; Lehrmethode; Unterrichtsmethode; Lehrkunst; Kalifornien
Abstract	This article reports that educators and experts across the country who work with English-language learners (ELLs) are moving toward a consensus that the federal Reading First program needs to be refined to become more effective for children acquiring English. Administrators in several big-city districts with large numbers of such students are stepping up their training of teachers on how best to teach second-language learners to read under the No Child Left Behind Act's flagship reading program, which serves grades K-3. Last school year, the 410,000-student Chicago public school system established a new position at the district level for a bilingual specialist to coach teachers at the city's 17 Reading First schools with large numbers of ELLs on how to tailor reading instruction to such students. The Los Angeles Unified School District, where 38 percent of the 708,000 students are ELLs, started an institute for Reading First teachers this school year on reading strategies for ELLs. And since last school year the 1.1 million-student New York City school system has been providing workshops and coaching to Reading First teachers and administrators on the same topic. The U.S. Department of Education's 11-member Reading First Advisory Committee has enough concerns about whether ELLs are getting what they need under the $1 billion-a-year program that it set up a subcommittee to look into the issue. Among the program's problems are that students' reading skills are tested before they learn English, the literacy curriculum is too narrow, and teachers are not prepared to work with ELLs. (ERIC).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10