Teaching Reading to English Language Learners : Differentiated Literacies (with MyEducationLab)

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  • Edition: 1st
  • Format: Package
  • Copyright: 2009-01-09
  • Publisher: Pearson
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This is a practical, research-based text designed to guide teachers in the development and implementation of programs for second language learners. This text blends theory and practice to provide grade-level and ESL teachers with the tools they need to differentiate literacy instruction for ELL students.

Organized around the major findings from the National Reading Report, Teaching Reading to English Language Learners Students addresses a critical national need for teachers to have new and better information on how to address the literacy needs of English Language Learners. Good teachers know that all children do not learn in the same way and at the same pace, and they are well aware that children who do not speak English need different methods to help them learn English and be successful readers and writers.

The authors address the need to move the field beyond the current ‘one size fits all’ paradigm toward a broader view of how to create meaningful and relevant literacy programs for English Language Learners.

Table of Contents

Prefacep. vi
Language, Literacy, And The CLD Studentsp. 1
Interactive Literacy: Defining Literacy For CLD Studentsp. 6
Literacy Is Biographicalp. 7
Literacy Is Fundamentalp. 9
Literacy Is Research-Basedp. 10
Essential Elements Of Literacy Developmentp. 10
The Theoretical Foundations of Readingp. 13
Reading the Symbols and Sounds of English: The Bottom-Up Reading Process Modelp. 13
Literacy Instruction via the Bottom-Up Reading Process Modelp. 14
Schematic Connections to Text: The Top-Down Reading Process Modelp. 16
Literacy Instruction via the Top-Down Reading Process Modelp. 17
Reading As a Circular Process: The Interactive Reading Process Modelp. 18
Literacy Instruction via the Interactive Reading Process Modelp. 19
Conclusionp. 20
Contextualizing Literacy Development For The CLD Student In The Grade-Level Classroomp. 27
The CLD Student Biographyp. 29
The Sociocultural Dimensionp. 31
Historical Background Of The Familyp. 32
Literacy Resourcesp. 34
Perceptionsp. 36
The Language Dimensionp. 38
Transfer Theoryp. 38
Stages Of Second Language Acquisition And CLD Student Literacy Developmentp. 39
The Academic Dimensionp. 40
Prior Schoolingp. 41
Academic Policyp. 43
The Cognitive Dimensionp. 44
Cognition, Language, And Literacy Developmentp. 45
Culturally Relevant Texts: Making The Sociocultural Connectionp. 46
Conclusionp. 47
Rethinking Phonemic Awareness: A Cross-Linguistic Transfer Perspectivep. 58
Phonological Awareness And Cross-Language Transferp. 61
Phonemic Awareness And Cross-Language Transferp. 63
Contextualizing Phonemic Awareness Instructionp. 67
Phonemic Awareness Tasks: Identifying The Subtleties Of The English Languagep. 68
Phoneme Isolationp. 69
Phoneme Identityp. 72
Phoneme Categorizationp. 73
Phoneme Blendingp. 75
Phonemic Segmentationp. 77
Phoneme Deletionp. 79
Phoneme Additionp. 80
Phoneme Substitutionp. 81
Instructional Guidelines for Phonemic Awarenessp. 82
Conclusionp. 83
Phonics: More Than The A, B, Cs of Readingp. 99
What Comes First: The Letters Or The Wordsp. 102
Phonics And Cross-Language Transferp. 103
Contextualizing Phonics Instructionp. 107
Writing Your Own Script: Creating An Integrated Approach To Phonics Instructionp. 111
Phonics Knowledge Is Developmentalp. 113
Phonics Instruction Is Integrated Into Beginning Reading And Writing Instructionp. 113
Phonics Knowledge Is Important Not For Itself But In Its Applicationp. 114
Strategic Knowledge Is Required To Use Phonics Concepts And Skillsp. 114
Phonics Instruction Involves Teacher Decision-Makingp. 114
Peers Teach Each Other Phonics As They Read And Write Side-By-Sidep. 115
Integrated Phonics In A Second-Grade Classroomp. 115
Integrated Phonics In A Fourth-Grade Classroomp. 117
Conclusionp. 119
Vocabulary Development: A Framework For Differentiated And Explicit Instructionp. 149
Implications Of Approaches To Vocabulary Developmentp. 153
Current Approaches To Vocabulary Instructionp. 153
Reader-Based Instructionp. 154
Interactive Language Learningp. 155
Direct Instructionp. 156
Teaching Vocabulary Within A Linguistic And Cultural Contextp. 157
The Cultural Biography Of The CLD Student: From The Known To The Unknownp. 158
Sociocultural Dimensionp. 160
Linguistic Dimensionp. 161
Preproductionp. 162
Early Productionp. 162
Speech Emergencep. 163
Intermediate Fluencyp. 163
Advanced Fluencyp. 164
Academic Dimensionp. 165
Bridging And Connecting Through Cognatesp. 166
Cognitive Dimensionp. 167
Situating Instruction Based On The CLD Student Biographyp. 168
Vocabulary Selectionp. 169
Before-The-Lesson Strategies: Tapping Into Prior And Background Knowledge To Bridge And Connectp. 171
Practicing And Applying Academic Vocabularyp. 174
Creating Interactive Learning Environmentsp. 176
Assessing CLD Students' Acquisition Of English Academic Vocabularyp. 178
Conclusionp. 179
Strategies-Based Comprehension Instruction: Linking The Known To The Unknownp. 195
Comprehension: Constructing Meaning From Textp. 199
Building From The Known To The Unknownp. 200
Schematic Connections In Practicep. 201
Putting Reading Comprehension Strategies Into Practicep. 203
Metacognitive Strategies - "Thinking About Our Thinking"p. 204
In My Headp. 206
True Or False?p. 206
Sticking To The Main Ideap. 207
Question Bookmarkp. 208
Cognitive Strategies To Promote Reading Comprehensionp. 208
SEA Boxp. 209
Visualize-Interact-Predict (VIP)p. 209
1, 2, 3 Imageryp. 212
Signature Linesp. 212
Story Retellingp. 213
Social/Affective Comprehension Strategiesp. 215
Critical Questionsp. 215
Through My Eyesp. 216
Conclusionp. 217
Fluency In Practice: More Than "Reading" The Textp. 247
Deep Constructs Of Fluency Developmentp. 250
The Multiple Dimensions Of Phonemic Awareness And Phonicsp. 250
Decoding Through Cross-Language Transferp. 250
Articulation Of Orthographic Cuesp. 252
Prosidic Elements Of The English Language In Practicep. 254
Stressing The Important Sounds In Wordsp. 254
High Tones And Low Tones Of The English Languagep. 255
Phrasing And Reading Fluencyp. 256
The Role Of Vocabulary Knowledgep. 257
Automaticity Through Repeated Readingp. 258
Comprehension As The Keyp. 261
Learning Strategies In Practicep. 262
Supporting Fluency Development Through Collaborationp. 263
Acting On Fluency: Readers' Theater For CLD Studentsp. 264
Choral Readingp. 266
Repeated Readingp. 268
Sustained Partner Readingp. 269
Conclusionp. 270
Implications Of Culture And Language In Writingp. 283
Differences Between Oral And Written Language Developmentp. 288
Teaching Writing In A Second Languagep. 289
Discourse Patternsp. 293
Interactive + Direct Approaches To Teaching Writing To CLD Studentsp. 294
Getting Started: Beginning Writingp. 295
Interactive Spelling For CLD Students: From Individual To Cooperative Teamp. 299
Assessing The Writing Of Second Language Learners: Looking for Strengthsp. 301
Conclusionp. 305
Outside The Lines: Assessment Beyond The Politics Of High Stakes Testsp. 324
Overtested Without A Foundationp. 327
Authentic Assessment Definedp. 328
Authentic Reading Assessment (ARA) Within A CLD Contextp. 329
Socioculturally Speakingp. 330
Language As A Cultural Responsep. 330
Academic Considerationsp. 332
Cognitive Pathwaysp. 332
Point Of Departure: Preinstructional ARAp. 333
Thinking, Learning, And Formative Assessmentp. 334
Feedback In Formative Assessmentp. 334
Questions As Tools In Reading Assessmentp. 336
Putting The Pieces Together: Student Case Studiesp. 338
Yamin: Where Am I?p. 338
So Yeong: Between Two Worldsp. 342
Conclusionp. 347
Inclusive Literacy Instruction for CLD Studentsp. 361
Setting The Goal: Standards-Driven Literacy Instructionp. 365
The Standards For English Language Artsp. 365
ESL Standards For Pre-K - 12p. 369
Fidelity And The CLD Learnerp. 371
Embedding Strategies In Your Existing Curriculump. 372
Standards - Reading Programs - CLD Student Biographyp. 373
Sociocultural Knowledgep. 373
Linguistic Knowledgep. 374
Academic Knowledgep. 375
Cognitive Knowledgep. 376
Conclusionp. 377
Glossaryp. 382
Referencesp. 387
Table of Contents provided by Publisher. All Rights Reserved.

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Awesome textbook! August 2, 2011
I bought this textbook for a class, and I liked it so much I asked the principal to buy a copy for all of my team members. It has great strategies that you can immediately apply in the classroom.
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Teaching Reading to English Language Learners : Differentiated Literacies (with MyEducationLab): 4 out of 5 stars based on 1 user reviews.

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