Developing Literacy in English Language Learners: Findings from a Review of the Experimental Research

Autor/inn/en	August, Diane; McCardle, Peggy; Shanahan, Timothy
Titel	Developing Literacy in English Language Learners: Findings from a Review of the Experimental Research
Quelle	In: School Psychology Review, 43 (2014) 4, S.490-498 (9 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0279-6015
DOI	10.17105/SPR-14-0088.1
Schlagwörter	English Language Learners; Reading Instruction; Instructional Effectiveness; Reading Fluency; Literacy; School Psychologists; Decoding (Reading); Vocabulary; Reading Comprehension; Literacy Education; Writing Instruction; Individualized Instruction; Scaffolding (Teaching Technique); Repetition; Reinforcement + Suchen Sie Ihr Suchwort? Leseunterricht; Unterrichtserfolg; Alphabetisierung; Schreib- und Lesefähigkeit; School psychologist; Psychologists; School; Schools; Schulpsychologe; Schulpsychologin; Psychologe; Psychologin; Psychologen; Schule; Dekodierung; Wortschatz; Leseverstehen; Schreibunterricht; Individualisierender Unterricht; Wiederholung; Positive Verstärkung
Abstract	In the past decade the proportion of school-aged children in the United States who are English language learners (ELLs) grew by 32%, compared with a 4.9% overall increase in U.S. school enrollment. This only heightens the already important challenge of providing effective, appropriate reading instruction for ELLs because all teachers can expect to have ELLs in their classrooms at some time in their careers. This commentary reviews the available data on optimal approaches to reading instruction for ELL students, covering the components of literacy (decoding, oral reading fluency, vocabulary, and writing) as well as key issues such as differentiating instruction, repetition and reinforcement, scaffolding, and capitalizing on a student's first language strengths. We conclude with implications for school psychologists, who are often among the first professionals to be consulted as schools attempt to identify and provide appropriate educational services for these students. (As Provided).
Anmerkungen	National Association of School Psychologists. 4340 East West Highway Suite 402, Bethesda, MD 20814. Tel: 301-657-0270; Fax: 301-657-0275; e-mail: publications@naspweb.org; Web site: http://naspjournals.org/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01