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Showing 1 to 15 of 20 results Save | Export
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Mark Lauterbach; Marcy Zipke – Reading Teacher, 2024
Metalinguistic Awareness is the ability to consciously reflect on and manipulate language, from the level of the phoneme, to words, to whole phrases. Research has shown that engaging in metalinguistic activities can have a positive impact on reading. This article details some of the component skills of metalinguistic awareness (in this case,…
Descriptors: Elementary School Students, Elementary School Teachers, Metalinguistics, Language Skills
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Rowe, Lindsey W. – Reading Teacher, 2022
Teachers in English-medium classrooms can support students' translingual composing by inviting students to write using all their language resources. However, students in these contexts often express hesitancy about their ability to spell in languages beyond English. This article describes support strategies teachers can use to scaffold students'…
Descriptors: Spelling, Writing (Composition), Language of Instruction, English
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Zucker, Tricia A.; Cabell, Sonia Q.; Pico, Danielle L. – Reading Teacher, 2021
Developing young children's vocabulary is essential for later reading success; thus, early childhood classrooms require a comprehensive vocabulary approach that teaches academic vocabulary. Yet even providing young children with child-friendly definitions of sophisticated words can be a challenge. First, the authors outline the components of a…
Descriptors: Reading Instruction, Vocabulary Development, Academic Language, Direct Instruction
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Wessels, Stephanie – Reading Teacher, 2011
Vocabulary knowledge, which is key to the reading comprehension of English learners (ELs), must be a focus for every teacher in today's increasingly diverse schools, including those in the mainstream classroom. This article strives to increase awareness of the five characteristics of effective vocabulary instruction as well as demonstrate how such…
Descriptors: Reading Comprehension, Vocabulary, Second Language Learning, Vocabulary Development
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Manyak, Patrick C.; Bauer, Eurydice Bouchereau – Reading Teacher, 2009
In this column Manyak and Bauer summarize key research addressing the English vocabulary development of English learners (ELs) and distill implications for instructional practice. First, the authors discuss several key studies that demonstrate the limitation of many ELs' English vocabulary knowledge and the negative impact of this limitation on…
Descriptors: Reading Comprehension, Learning Strategies, Second Language Learning, Vocabulary Development
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Manyak, Patrick C.; Bauer, Eurydice B. – Reading Teacher, 2008
Explicit code and comprehension instruction is important for English learners (ELs), and several key findings from research on young ELs learning to read initially in English can offer guidelines for developing effective code-based instruction for these children. The authors of this column address comprehension instruction for ELs, suggesting…
Descriptors: Second Language Learning, Literacy, English (Second Language), Comprehension
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Dalton, Bridget; Grisham, Dana L. – Reading Teacher, 2011
Vocabulary knowledge is key to comprehension and expression. For students in the intermediate grades, the need for breadth and depth of vocabulary accelerates as they encounter more challenging academic texts in print and on the Internet. Drawing on research-based principles of vocabulary instruction and multimedia learning, this article presents…
Descriptors: Reading Comprehension, Vocabulary, Learning Strategies, Intermediate Grades
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Van Sluys, Katie; Laman, Tasha Tropp – Reading Teacher, 2006
Many approaches to literacy instruction treat language as an object of study. The curricular assumptions that inform such instruction are that language is located outside the person, extracted from context, neutral, and explicable through defined rules. An underlying assumption in many language arts classrooms is that children will not pay…
Descriptors: Second Language Learning, Written Language, Literacy Education, Language Arts
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Dorr, Roberta E. – Reading Teacher, 2006
Children arrive in classrooms with varied background knowledge, which means that teachers must select instructional methods, materials, and techniques to meet multiple needs. A carefully planned approach that includes direct and explicit instruction--as well as extensive opportunities for reading, writing, speaking, and listening--can help…
Descriptors: Language Enrichment, Language Experience Approach, Literacy, Reading Instruction
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Yopp, Ruth Helen; Yopp, Hallie Kay – Reading Teacher, 2007
In this strategy, students individually select and record 10 important words on self-adhesive notes as they read a text. Then students build a group bar graph displaying their choices, write a sentence that summarizes the content, and then respond to prompts that ask them to think about words in powerful ways. Several prompts are suggested, each…
Descriptors: Vocabulary, Vocabulary Development, Reading Comprehension, Semantics
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Carlsen, Joanne M. – Reading Teacher, 1985
Suggests adapted teaching strategies that can help meet the deaf students' special needs in reading. (FL)
Descriptors: Elementary Education, Hearing Impairments, Language Acquisition, Language Skills
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Ganschow, Leonore – Reading Teacher, 1981
Shows how error pattern analysis can be helpful with children learning to spell. (FL)
Descriptors: Elementary Education, Error Analysis (Language), Error Patterns, Learning Strategies
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Guthrie, John T. – Reading Teacher, 1984
Discusses strategies involved in learning the languages used in technical areas. (FL)
Descriptors: Educational Theories, Elementary Secondary Education, Language Usage, Learning Strategies
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Haggard, Martha Rapp – Reading Teacher, 1988
Recognizes that many teachers feel uncomfortable with the Directed Reading Thinking Activity (DRTA). Describes and explains the steps, or elements, of the DRTA and suggests ideas for preparing and implementing this instructional strategy. (NH
Descriptors: Critical Thinking, Elementary Education, Instructional Development, Instructional Improvement
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Norris, Janet A. – Reading Teacher, 1988
Presents a transcript exemplifying principles used with beginning readers who may be unable to learn to read from traditional reading instruction. Claims strategies which allow children to communicate through written language enable them to make important discoveries about reading without knowledge of phonics or other metalinguistic skills. (NH)
Descriptors: Elementary Education, Instructional Development, Language Skills, Learning Strategies
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