Teaching Reading

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KempReadingK12.doc AUTHOR

Ronda Kemp

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908 Words CHARACTER COUNT

5082 Characters

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5 Pages FILE SIZE

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Jul 28, 2022 7:37 PM PDT REPORT DATE

Jul 28, 2022 7:38 PM PDT

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Summary

Running head: TEACHING READING 1

Teaching Reading

Ronda Kemp

The University of Arizona Global Campus

ELL 240 Linguistically & Culturally Diverse Learners

Jerrica Mesquita

7/23/2022

8 12

TEACHING READING 2

Introduction

The importance of reading for academic success extends beyond the simple requirement

for proficient reading skills for topic learning. Reading has important long-term cognitive effects

that are related to learning to read. As readers attempt to connect the symbols on the page to the

language, they are familiar with, decoding requires a significant amount of cognitive processing

in the early stages of learning to read. Readers have greater cognitive resources to dedicate to

more general language skills, including background knowledge, vocabulary, and familiarity with

complicated grammatical structures, as the process of decoding becomes automatic as they get

more skilled at it (Calderón, 2011). For ELLs to become fluent in English, reading is a critical

skill to develop. I will examine the significance of and methods for assisting ELLs in learning to

read in English in this assignment.

Explain why vocabulary development is so important.

Vocabulary refers to the understanding of words, including their use, structure, meanings,

and connections to other words. It is a key component of literacy instruction. Developing

vocabulary helps students gain knowledge and abilities in many different areas of language and

literacy. Decoding, understanding, and fluency are all aided by this. To understand and create

increasingly complex texts and engage in oral language for a range of social reasons, children

require a wide vocabulary that continuously expands through language and literacy activities.

Vocabulary acquisition is a lifelong process of language and literacy development that starts in

infancy and lasts into adulthood. The ability of children to comprehend and utilise words

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TEACHING READING 3

correctly during the language actions of listening, speaking, reading, and writing is influenced by

their knowledge of vocabulary meanings. Such information affects how rich and nuanced

children's thinking is, how they express themselves in spoken and written language, and how

effectively they comprehend printed texts.

Early literacy and oral language development both benefit from vocabulary growth.

Vocabulary is one of the unrestricted skills, which means it's a skill we keep improving

throughout our lives. It is crucial to explicitly teach vocabulary to kids in order to help them

develop their understanding of a word's meaning and how to utilise it in a variety of situations. In

order to assist their verbal and writing communication, it is essential that children get explicit

and thorough vocabulary education. Students can access academic language and discourse thanks

to the explicit instruction of vocabulary, which also makes it easier for them to understand texts

that are getting more and more complicated. Moreover, words that kids can understand or utilise

when speaking and listening are referred to as oral vocabulary. The words that kids can recognise

and use in their reading or writing are called their "reading vocabulary," and they are closely tied

to their oral vocabulary.

Describe what role BICS and CALP have in vocabulary development. You may need to

refer to Week 2’s notes.

Basic Interpersonal Communicative Skills, or BICS, refers to the process of developing

conversational fluency in a second language. When there are contextual supports and language

delivery aids, BICS is alleged to occur. For instance, face-to-face interactions offer non-verbal

support to ensure understanding. Verbal language is supported by actions with the eyes and

hands, immediate feedback, cues, and clues. Language use in isolated academic contexts is

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TEACHING READING 4

described by CALP (Cognitive Academic Language Proficiency). According to the week’s

notes, CALP happens in context-fewer academic settings. Wherever in the curriculum higher

order thinking skills are called for, language is "disembedded" from a useful, encouraging

environment.

Examine the role assessment has in reading and vocabulary development?

Certain early literacy principles can predict how well young students will read later on.

Letter knowledge, decoding, phonemic awareness, fluency, and understanding are some of these

reading concepts. All these concepts are evaluated as part of a successful reading programme for

a number of reasons. Monitoring student growth is one goal. A teacher can discover which

students require review before going over new material and which ones are prepared to advance.

The identification of abilities that require review is a further goal. Teachers can learn from

assessments what abilities their students have and don't have (Searfoss, 1994). Since students

have a range of experiences and information, it is necessary to assist teachers in understanding

the competence levels of their students. Asking someone to give you their definition of a word is

a technique to test their vocabulary. The simplest approach to determine if a student has mastered

these new vocabulary items is to offer them a closed book test in which they should provide the

definitions, which implies that if a teacher provides pupils a list of vocabulary words to study.

Conclusion

Learners of the English language can understand social language by observing how

others respond and by employing voice clues like phrase, intonation, and emphasis. Another is

asking for remarks to be repeated or explained while looking at images, tangible objects, and

other contextual clues that are present. Due to the lack of nonverbal cues and the frequently

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TEACHING READING 5

abstract nature of academic language, it takes English language learners between five and seven

years to become fluent in the language of the classroom.

References

Calderón, M. (2011). Teaching reading & comprehension to English learners, K5. Solution Tree

Press.

Searfoss, L. W., & Readence, J. E. (1994). Helping children learn to read. Allyn and Bacon, 200

Old Tappan Rd., Old Tappan, NJ 07675.

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