Teaching Reading Comprehension To English Learners In Secondary Schools A Research Based Approach
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Teaching Reading Comprehension to English Learners in Secondary Schools: A Research-Based Approach
Teaching reading comprehension to English learners (ELs) in secondary schools presents unique challenges, as these students must navigate the complexities of academic texts and the intricacies of language acquisition. Effective instruction requires a research-based approach that considers the diverse linguistic, cultural, and cognitive backgrounds of these learners. Recent studies highlight the importance of integrating strategies that build both language proficiency and content knowledge, essential for helping ELs develop the skills needed to comprehend complex materials. Fostering metacognitive awareness through strategies like summarizing, questioning, and making connections can empower students to become active and strategic readers. This approach recognizes the need for a supportive, inclusive classroom environment that encourages language development while promoting academic achievement in content areas. Further research may help educators provide English learners with the tools to thrive as capable readers in secondary school. Teaching Reading Comprehension to English Learners in Secondary School: A Research-Based Approach explores various aspects of teaching reading comprehension to English Second Language (ESL) learners in secondary schools. It examines current challenges and evidence-based strategies in reading comprehension. This book covers topics such as language learning, reading strategies, and teacher training, and is a useful resource for academicians, researchers, and scientists.
Reflective Teaching in Schools
Building on best-selling texts over three decades, this thoroughly revised new edition is essential reading for both primary and secondary school teachers in training and in practice, supporting both initial school-based training and extended career-long professionalism. Considering a wide range of professionally relevant topics, Reflective Teaching in Schools presents key issues and research insights, suggests activities for classroom enquiry and offers guidance on key readings. Uniquely, two levels of support are offered: · practical, evidence-based guidance on key classroom issues – including relationships, behaviour, curriculum planning, teaching strategies and assessment processes; · routes to deeper forms of expertise, including evidence-informed 'principles' and 'concepts' to support in-depth understanding of teacher expertise. Andrew Pollard, former Director of the UK's Teaching and Learning Research Programme, led development of the book, with support from primary and secondary specialists from the University of Cambridge, UK. Reflective Teaching in Schools is part of a fully integrated set of resources for primary and secondary education. Readings for Reflective Teaching in Schools directly complements and extends the chapters in this book. Providing a compact and portable library, it is particularly helpful in school-based teacher education. The website, reflectiveteaching.co.uk, offers supplementary resources including reflective activities, research briefings, advice on further reading and additional chapters. It also features a glossary, links to useful websites, and a conceptual framework for deepening expertise. This book is one of the Reflective Teaching Series – inspiring education through innovation in early years, schools, further, higher and adult education.
Teaching Reading to Struggling Learners
Author: Esther Hirsch Minskoff
language: en
Publisher: Brookes Publishing Company
Release Date: 2005
This indispensable resource is a complete guide to addressing each student's specific instructional needs and teaching reading skills side-by-side with critical language and thinking skills.