Explicit Code and Comprehension Instruction for English Learners.
The article discusses the role of code and reading comprehension instruction in literacy instruction for English learners (EL). The authors discuss research indicating that ELs can become literate in English even if they possess limited oral language skills and that their reading development progres...
| Publicado en: | Reading Teacher Vol. 61; no. 5; pp. 432 - 435 |
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| Autores principales: | , |
| Formato: | Artículo |
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Wiley-Blackwell
Feb2008
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| Acceso en línea: | Ver este registro en EBSCOhost |
| fields | @attributes: recordID: 1 pdfLink: plink: https://search.ebscohost.com/login.aspx?direct=true&db=hlh&AN=29407418&site=ehost-live header: @attributes: shortDbName: hlh uiTerm: 29407418 longDbName: Humanities International Complete uiTag: AN controlInfo: bkinfo: jinfo: jid: 00340561 RET jtl: Reading Teacher issn: 00340561 maglogo: Y pubinfo: dt: Feb2008 vid: 61 iid: 5 pid: 480 pub: Wiley-Blackwell artinfo: ui: 29407418 10.1598/RT.61.5.9 ppf: 432 ppct: 3 formats: fmt: @attributes: type: P size: 58KB tig: atl: Explicit Code and Comprehension Instruction for English Learners. aug: au: Manyak, Patrick C. Bauer, Eurydice B. affil: University of Wyoming, Laramie, USA. University of Illinois at Urbana-Champaign, USA. su: English language education for foreign speakers in elementary schools Reading comprehension Phonological decoding Phonemics Phonics Literacy sug: subj: English language education for foreign speakers in elementary schools Reading comprehension Phonological decoding Phonemics Phonics Literacy ab: The article discusses the role of code and reading comprehension instruction in literacy instruction for English learners (EL). The authors discuss research indicating that ELs can become literate in English even if they possess limited oral language skills and that their reading development progresses similarly to that of native speakers (NS). Phonemics and phonics instruction can aid in reading development. Code-based reading interventions designed for NS can be utilized for ELs by incorporating visual education and gestures. The reading comprehension of ELs may be affected by their previous knowledge and the content of reading materials. Teachers may improve comprehension by supplementing EL knowledge with a synopsis of reading materials. pubtype: Academic Journal doctype: Article src: R language: English refInfo: copyright: @attributes: flag: Y custom: Copyright of Reading Teacher is the property of Wiley-Blackwell and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. item: Reading Teacher holder: Wiley-Blackwell dt: @attributes: year: 2008 holdings: @attributes: islocal: N |
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