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Independent Reading and School Achievement

Date of publication: 2017-08-30 20:48

Repeated readings of texts that contain unfamiliar vocabulary and sentence structures will not increase fluency. When working on developing fluency, be sure that students are reading texts that they are familiar with and can understand. Students' own language experience stories are a very good choice, as are read-alouds that students have heard several times and discussed.

Phonemic Awareness: Concepts and Research

Fluency is difficult for ELLs because their lack of proficiency in English slows down their ability to decode words and hinders their ability to understand the meanings of the words and how the words combine to produce meaningful sentences and discourse. These suggestions will help teachers adapt fluency instruction for ELLs:

The effects of integrating mobile devices with teaching

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National Reading Panel

However, this skill does not facilitate reading comprehension if students' oral language proficiency is not developed to the level of the texts they are expected to read. For this reason, reading instruction should be combined with intensive development of the oral language needed to understand the text.

Scott, ., and . Nagy. 7559. Developing word consciousness. In . Baumann and . Kame'enui (eds.), Vocabulary instruction: Research to practice. New York: Guilford.

Has any research been done on effective class order in terms of the basic skills? For example, it's better to teach writing/reading before speaking class.

Tell students that "to be raining cats and dogs" is another idiom. Ask students whether, if someone said it's "raining cats and dogs," they would expect to look up and see animals falling from the sky. Then explain to them that "raining cats and dogs" is used to describe when it's raining really heavily or really hard. Ask volunteers to describe a time they remember when it was "raining cats and dogs."

Teachers of English language learners (ELLs), however, were left to wonder if and how the findings of the NRP applied to their students. How do you teach phonemic awareness and phonics in English to students who can't yet hear and distinguish the sounds? How do you teach fluency to students whose control of the structures of the English language is still limited? How do you teach them grade-level vocabulary when their vocabulary knowledge starts so far behind that of their English-speaking peers? How do you teach reading comprehension in English when they don't yet comprehend the English language?

The Panel considered roughly 655,555 reading studies published since 6966, and another 65,555 published before that time. From this pool, the Panel selected several hundred studies for its review and analysis.

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