Jump-Starting Language and Schema for English-Language Learners: Teacher-Composed Digital Jumpstarts for Academic Reading

Autor/in	Rance-Roney, Judith
Titel	Jump-Starting Language and Schema for English-Language Learners: Teacher-Composed Digital Jumpstarts for Academic Reading
Quelle	In: Journal of Adolescent & Adult Literacy, 53 (2010) 5, S.386-395 (10 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1081-3004
DOI	10.1598/JAAL.53.5.4
Schlagwörter	Reading Comprehension; Oral Language; Second Language Learning; Reading Ability; Reading Teachers; English (Second Language); Academic Discourse; Academic Achievement; Schemata (Cognition); Vocabulary; Imagery; Scaffolding (Teaching Technique); Language Skills; Skill Development; Educational Technology; Story Telling; Reading Instruction + Suchen Sie Ihr Suchwort? Leseverstehen; Oral interpretation; Mündlicher Sprachgebrauch; Zweitsprachenerwerb; Reading competence; Lesekompetenz; Reading Teaching; Reading teacher; Leseprozess; Lesen; Lehrer; Lehrerin; Lehrende; Lesenlernen; English as second language; English; Second Language; Englisch als Zweitsprache; Discourse; Diskurs; Schulleistung; Cognition; Schema; Kognition; Wortschatz; Metaphorik; Language skill; Sprachkompetenz; Kompetenzentwicklung; Qualifikationsentwicklung; Unterrichtsmedien; Leseunterricht
Abstract	Teacher-composed digital stories can assist an English-language learner in accessing academic reading while aiding in the learner's acquisition of academic language. Acknowledging the synergy between oral language and reading comprehension for English learners, every teacher of reading to English learners must also be a teacher of oral and aural language if these learners are to achieve academically and participate in academic conversations. This article describes teacher products called digital jumpstarts, whose purpose is to provide prereading schema, vocabulary, imagery, and factual background information to scaffold the learner's ability to read challenging text while simultaneously building language and cultural skills. (As Provided).
Anmerkungen	International Reading Association. 800 Barksdale Road, P.O. Box 8139, Newark, DE 19714-8139. Tel: 800-336-7323; Fax: 302-731-1057; e-mail: customerservice@reading.org; Web site: http://www.reading.org/publications/index.html
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10