Successful Reading Instruction Strategies for English Language Learners

1
Successful Reading Instruction Strategies for
English Language Learners

• Alejandra Rodríguez-Galindo
• Lee Wright
• 3rd National Reading First Conference
• Reno, Nevada
• July 2006

2
Reading and ELLs

• Lack of achievement NAEP statistics from 1992 to
  the present indicate that more than 60 of
  Hispanic students scored below the national
  normative standards for grades 4, 8, and 12
• Knowledge of Reading Instruction we know a lot!
• We need to put this knowledge to practice

3
Language Issues

• Lack of comprehension of the English language
• ELLs might not understand directions used in the
  classroom
• ELLs might not hear or understand certain English
  sounds
• ELLs might not understand common idioms such as
  make up your mind, lets hit the books, etc.
• ELLs might not understand the language used for
  instruction

4
Language Issues (cont.)

• and lack of proficiency in the English language
• ELLs might have mispronunciations
• ELLs might be at different levels of English
  proficiency
• ELLs might not be able to produce English
  language in a way that allows them to fully
  participate in the learning process

5
Instructional Delivery Issues

• ELLs can learn, and will learn, if the
  instruction we provide them is carefully
  designed, delivered, and monitored, and addresses
  specific language development needs
• Language issue is not a
  potential issue

We can learn!
6
ELLs Learning to Read

• reading is essentially the same process
  whether reading English as a first or a second
  language. In other words, both first and second
  language readers look at the page and the print
  and use their knowledge of sound/symbol
  relationships, word order, grammar, and knowledge
  about the texts topic and structure along with
  their linguistic knowledge and reading strategies
  to arrive at an interpretation and to achieve
  their purpose for reading.
• (Peregoy Boyle, 1999, p. 259)

7
ELLs Learning to Read (cont.)
Both first- and second-language readers require

• alphabetic understanding
• decoding skills
• automaticity of sight vocabulary
• overall fluency
• development of metacognitive strategies to foster
  fluency and comprehension
• text matched to reading level and interests
• engagement in extensive reading

(Adapted from Lenters, 2004 )
8
ELLs Learning to Read (cont.)
Second-language readers face unique challenges

• Sound/symbol dissimilarity or interference
• Vocabulary constraints
• Limitations due to background knowledge
• Difficulties with text structure

(Adapted from Lenters, 2004)
9
General Principles forELL Instruction
Be sensitive to levels of English development.

• Provide think-alouds and modeling
• Set clear goals for learning and provide
  immediate feedback
• Provide opportunities to speak
• Tap students prior knowledge

(August Hakuta, 1997 Cary, 1997 Gersten
Baker, 2000 Gersten Geva, 2003 Gunderson,
1991 Lenters, 2004 Lira, 2000 Peregoy Boyle,
2005 Roit, 2006)
10
General Principles forELL Instruction (cont.)

• Use visuals, manipulatives, and non-verbal cues
• Teach key vocabulary
• Adjust speech
• Provide practice and application
• Explicitly teach new skills, concepts, and
  English language structures

(August Hakuta, 1997 Cary, 1997 Gersten
Baker, 2000 Gersten Geva, 2003 Gunderson,
1991 Lenters, 2004 Lira, 2000 Peregoy Boyle,
2005 Roit, 2006)
11
Essential Reading ComponentsandEnglish Language
Learners
12
Developing Phonemic Awareness in English Language
Learners
13
Phonemic Awareness and ELLs

• Awareness of and ability to manipulate sounds is
  an excellent predictor of later reading success
• ELLs need to develop phonemic awareness skills
  that can later be translated into reading success

14
Phonemic Awareness and ELLs (cont.)

• Capitalize on native oral language ability
• ELLs might have developed phonemic awareness
  (PA) skills in their native languages that can be
  transferred across alphabetic languages
• Help ELLs transfer the PA skills they have
  developed in their native languages to English
• Listen to the sounds that ELLs can produce and
  identify

15
Phonemic Awareness and ELLs (cont.)

• Accept oral approximations
• Be aware of differences in pronunciation
• ELLs may apply knowledge of their native
  languages to produce English sounds

16
Phonemic Awareness and ELLs (cont.)

• Provide instruction to develop elements that are
  unique to English
• Learn about students native languages
• Begin with commonalities
• Listen carefully to the sounds that ELLs can
  produce and identify easily, and the ones that
  seem to be more problematic
• Be explicit when teaching letter combinations and
  sounds that do not occur in ELLs native languages

17
Phonemic Awareness and ELLs (cont.)

• Provide instruction to develop elements that are
  unique to English
• English language learners might have to learn new
  phonemes

(Fry, Kress, Fountoukidis, 2000)
18
Phonemic Awareness and ELLs (cont.)

• Scaffold English language development when
  developing PA
• Embed PA practice within familiar material that
  is meaningful to ELLs
• Make sure students know the meanings of the
  wordsphonological tasks with unknown words are
  more difficult
• Make sure students know function words such as
  stretch, blend, identify, segment, separate

19
Phonemic Awareness and ELLs (cont.)

• Scaffold English language development when
  developing PA
• Sounds are very abstract concepts
• Use manipulatives (chips, coins, beans)
• Clap, stomp, and move things around to make
  sounds less abstract

20
Phonemic Awareness and ELLs (cont.)

• Scaffold English language development when
  developing PA

stretch
blend
21
Phonemic Awareness and ELLs (cont.)

• PA instruction helps all students
• ELLs do not have to be proficient in English to
  benefit from developing PA skills
• Teach them how to blend sounds into words,
  segment words into sounds, isolate sounds and
  syllables, and manipulate phonemes
• Provide them with many opportunities to listen to
  models and practice

22
Teaching Phonics Word Study to English
Language Learners
23
Phonics, Word Study, and ELLs
Systematic phonics instruction can enable
second-language learners to acquire word
recognition and decoding skills in their second
language to a relatively high level, despite the
fact that their knowledge of the second language
is still limited. Cummins, 2003, pg. 10
24
Phonics, Word Study, and ELLs (cont.)

• Capitalize on students native language reading
  ability
• ELLs may have letter knowledge and an
  understanding of the alphabetic principle in
  their native language
• Informally assess what they know about letters
  and sounds

25
Phonics, Word Study, and ELLs (cont.)

• Capitalize on students native language reading
  ability
• Teach them how to transfer what they know from
  one language to another
• However, there are differences!
• Decoding in Spanish is quite clear
• Decoding in English is not that clearstudents
  need to be more flexible

26
Phonics, Word Study, and ELLs (cont.)

• Explicitly teach English-specific structures and
  rules
• Ensure that ELLs have English print awareness
• Focus on the specific decoding rules in English
• Explicitly teach English letter-sound
  correspondences and word patterns
• Take advantage of consistent spelling patterns so
  students can learn to read words by analogy

27
Phonics, Word Study, and ELLs (cont.)

• Do not identify inability to pronounce a word or
  non-native pronunciation of a word as a reading
  error or lack of phonics knowledge.

28
Phonics, Word Study, and ELLs (cont.)

• English consonant blends not present in Spanish
• st, sp, sk/sc, sm, sl, sn, sw, tw, qu (kw), scr,
  spr, str, squ
• English vowels sounds not present in Spanish
• man, pen, tip, up
• -r controlled vowels
• schwa sound
• caught, could, use
• Challenging final English sounds
• rd, st, ng, sk, ng, z, oil, mp, dg

• English consonant sounds that also exist in
  Spanish
• /n/, /p/, /k/, /f/, /y/, /b/, /g/, /s/, /ch/,
  /t/, /m/, /w/, /l/, /h/
• Shared consonant blends
• pl, pr, bl, br, tr ,dr, cl, cr, gl, gr, fl, fr
• Difficult consonant English sounds
• /d/ can be pronounced as /th/
• /j/ juice, /r/ rope, /v/ van, /z/ zipper, /sh/
  shell, /zh/ treasure, /th/ thin

Adapted from Helman, 2004
29
Phonics, Word Study, and ELLs (cont.)

• Take advantage of more regular phonograms
• -an, -ap, -at, -aw, -in, -ip, -op, -or
• -ake, -ale, -ame, -ate, -ice, -ide, -ine, -oke
• -ain, -ail, -eat, -eek, -een, -oot, -eem
• -unk, -ump, -uck, -ick, -ill, -ock, -uck, -ink

30
Phonics, Word Study, and ELLs (cont.)
-ock

• flock mock clock smock
• dock rock crock stock
• hock sock shock
• knock tock frock
• lock block

31
Phonics, Word Study, and ELLs (cont.)

• Always teach phonics within a meaningful context
• Ensure that children understand the words they
  are learning to decodeuse words that children
  have heard many times before
• Build up your phonics instruction with vocabulary
  instruction
• Provide language supportuse visuals

32
Phonics, Word Study, and ELLs (cont.)
ail
m
Combine phonics instruction with English language
development by using visuals.
p
n
s
33
Phonics, Word Study, and ELLs (cont.)
ail
m
Remove the visuals once ELLs know the meanings of
words.
p
n
s
34
Phonics, Word Study, and ELLs (cont.)
-i_e
-ie
-igh
35
Phonics, Word Study, and ELLs (cont.)
-i_e
-ie
-igh
pie
high
pine
tie
light
mice
36
Phonics, Word Study, and ELLs (cont.)
stump
Use pictures to show the meanings of words.
skate
Remove the scaffold as soon as possible.
37
Phonics, Word Study, and ELLs (cont.)
Make the reading experience as concrete as
possible.
38
Phonics, Word Study, and ELLs (cont.)
o
b
l
k
c
Elkonin Boxes
39
Phonics, Word Study, and ELLs (cont.)
a
Making Words
i
k
g
s
i
n
e
n
f
t
d
40
Phonics, Word Study, and ELLs (cont.)

• Discuss word parts students will encounter often
• /t/ /d/ /id/
• passed rubbed tasted
• walked pulled padded
• hoped lived
• raced fanned

-ed
41
Developing Fluency in English Language Learners
42
Fluency and ELLs

• Model, model, model how fluent reading should
  sound
• Teacher reading out loudshort passages
• Listening to audiotapesin a center, at home
• Computer-basedmodel of proper phrasing and speed
  of fluent reading
• Modeling provides examples of pronunciation,
  prosody, and fluent reading that students can
  imitate when they read
• Dont forget to model non-examples

43
Fluency and ELLs (cont.)

• Provide multiple opportunities for practice since
  ELLs often have less opportunity to read aloud in
  English with feedback
• Partner readingpurposefully partnering students
  to provide ample opportunities for practice
  (Klinger Vaughn, 1996)
• Echo choral reading
• Readers theater
• Repeated reading

44
Fluency and ELLs (cont.)

• Keep the fluency activities meaningful.
• Make sure the text you are using is at the
  independent or instructional level
• Review passages before fluency activities to
  ensure ELLs understand the selections

45
Fluency and ELLs (cont.)

• Focus on English prosody and intonation of words
  and sentences.
• catholic, canary, analogy
• Do YOU want to go to the movies tonight?
• Do you WANT to go to the movies tonight?
• Do you want to go to the MOVIES tonight?
• Do you want to go to the movies TONIGHT?

46
Fluency and ELLs (cont.)

• Fluency should not be confused with accent.
• Many ELLs will read and speak English with an
  accent as they are beginning to learn English,
  and others will have one throughout their lives.
  
• Students can read fluently in English with a
  native language accent.

47
Teaching Vocabulary to English Language Learners
48
Vocabulary and ELLs

• Vocabulary development is one of the greatest
  challenges of reading instruction for ELLs
• Systematic, explicit, and effectively implemented
  vocabulary instruction is a MUST for English
  language learners
• Effective reading teachers of ELLs infuse lessons
  with vocabulary development

(August, Carlo, Dressler, Snow, 2005 Gersten
Geva, 2003)
49
Vocabulary and ELLs (cont.)

• Although ELLs might have an extensive vocabulary
  in their native language, they might know fewer
  words in English (breadth).
• ELLs know less about the meaning of words
  (depth).

50
Vocabulary and ELLs (cont.)

• Practices that are effective with monolingual
  English speaking children are effective with ELLs
• Have children say the word
• Discuss what is known of the word
• Provide examples and non-examples
• Provide definitions using student-friendly
  explanations
• Engage in deep-processing activities by asking
  questions and having students act out words
• Scaffold students to create powerful sentences
  with the new words

51
Vocabulary and ELLs (cont.)
deteriorate
I would like you to raise your hand if you have
ever heard of the word deteriorate. Some of you
have heard the word, and some of you have not.
Now, how many of you have some idea what
deteriorate means? Now lets look at some
pictures that can help us understand what
deteriorate means. Now, I am going to show you
a sentence with the word deteriorate in it. We
will work on our understanding of the word
deteriorate.
The pages of my grandfathers old book
deteriorated with time.
52
Vocabulary and ELLs (cont.)
Deteriorate means when something is not new
anymore but old and in worse shape than
before. For example, the boat has deteriorated
and is not new anymore. It is in worse shape than
it was when it was new. For example, the salt
water and wind have deteriorated the
lighthouse. However, a plant that is growing tall
is not deteriorating.
deteriorate
53
Vocabulary and ELLs (cont.)
Tell me three things (different than the
pictures) that can deteriorate.
deteriorate
To lose its new condition and get in worse shape
Synonyms weaken decline get worse
Antonyms improve get better
deteriorate

• My grandmas health has deteriorated in the last
  year.
• It seems that Joes friendship with Miguel has
  deteriorated since they dont speak to each other
  anymore.

54
Vocabulary and ELLs (cont.)

• Student-Friendly Definitions
• Describe the meaning of the word in everyday
  language
• Include words like something, someone, or
  describes
• Explain how the word is used regularly

55
Vocabulary and ELLs (cont.)

• reluctant
• feeling or showing aversion, hesitation, or
  unwillingness
• this word describes when we do not want to do
  something or we are not sure about doing
  something
• Lisa was reluctant to eat the beets and liver
  that her grandmother had cooked for her.
• Which one would you be reluctant to hold a
  kitten or a rattlesnake?
• What would you be reluctant to do? I would be
  reluctant to

56
Vocabulary and ELLs (cont.)

• Questions to make us think
• Have you ever eaten something gruesome?
• Have you ever felt dread?
• How much energy does it take to flex your little
  finger?
• How much energy does it take to beckon to someone
  for five straight hours?
• Can someone recover from a fatal injury?

57
Vocabulary and ELLs (cont.)

• Make your body
• Wiggle, wriggle, squirm, stretch, twist, shake,
  contract, uncurl, rise, slouch
• Make your face
• Frown, sneer, pout, leer, wink, gape, scowl,
  yawn, chew, stare, wince, grimace, blink
• Make your hands
• Open, close, clench, grab, stroke, poke, beckon,
  point, pluck, knead, wring
• Deepen understanding by making sentences, using
  diagrams, and asking questions

58
Vocabulary and ELLs (cont.)

• Some practices are very important for ELLs
• Take advantage of a students first language,
  especially if the students first language shares
  cognates with English
• Ensure ELLs know the meanings of basic words
• Provide a meaningful context and guided
  discussions to learn and review new vocabulary

59
Vocabulary and ELLs (cont.)

• Take advantage of the students first language,
  especially if the students native language
  shares cognates with English
• Take advantage of many words in school texts that
  have a Latin origin and that are common words in
  Spanish insect, excavate, sufficient, signify,
  lunar, vendor (Calderón et al., 2005 Carlo et
  al., 2005)
• Teach students how to look for associations
  between cognates
• 10,000 to 15,000 SpanishEnglish cognates (Nagy,
  1997)
• For elementary students focus on easier to
  recognize cognates

60
Vocabulary and ELLs (cont.)

• Ensure that ELLs know the meanings of basic words
• Abstract words
• Functional words (this, there, over, here,
  though)
• Basic words
• Provide them with abstract academic vocabulary
• However, nevertheless, as a result, in addition

61
Developing Reading Comprehension in English
Language Learners
62
Comprehension and ELLs (cont.)

• Teaching reading comprehension can be a dual
  language opportunity
• ELLs learn to derive meaning from text but also
  learn how to talk about text and what they are
  learning
• Their challenge is to put language to use in
  talking about text
• ELLs can do this comprehension work in different
  ways that reflect their different levels of
  English development

63
Comprehension and ELLs (cont.)

• Instructional strategies for teaching
  comprehension
• Using instructional routinesbefore reading,
  during reading, after reading
• Direct explanation
• Modeling and thinking aloud
• Teaching useful linguistic structures
• Scaffolding learning

(Roit, 2006)
64
Comprehension and ELLs (cont.)

• Before reading prepare students for linguistic,
  cultural, and conceptual difficulties
• Teachers can analyze texts to try to predict what
  will be unfamiliar content or language for ELLs
• A visit to the beach, a visit to the zoo, a
  barbecue or a picnic, an overnight stay with
  friends, birthday parties, going to a disco, etc.
• Auxiliary verbs, tenses, long sentences, idioms

(Gibbons, 2002)
65
Comprehension and ELLs (cont.)

• Before reading activate prior knowledge
• Connect what students already know to what they
  are going to read
• Extend prior knowledge
• Build key concepts and vocabulary
• Relate text to students lives
• Text preview an idea or question that piques
  students interest, a brief description of the
  story organization, and a student and
  teacher-generated question to guide reading

(Vaughn Linan-Thompson, 2004)
66
Comprehension and ELLs (cont.)

• Before reading preteaching
• Preview new vocabulary and new concepts
• Preteach important vocabulary and linguistic
  structures

(Gibbons, 2002)
67
Comprehension and ELLs (cont.)

• Before reading pre-teaching
• Title Animal Camouflage
• Concepts to pre-teach camouflage, hide,
  patterns, enemies
• Linguistic structures to pre-teach
• can hide by
• changes to hide from other animals

(Gibbons, 2002)
68
Comprehension and ELLs (cont.)

• Teach useful linguistic structures
• Language issue provide ELLs the language
  necessary to effectively engage in the learning
  experience
• First, after, then, finally (temporal order
  words)
• The cause is, the effect is
• The main idea of the paragraph is, and one
  detail in the paragraph is
• is similar to because
• is different from because

(Roit, 2006)
69
Comprehension and ELLs (cont.)

• During reading direct explanation of strategies
  to make sense of text
• Telling or describing how a strategy or skill can
  be used during reading
• The why is clearly explained
• The how is made explicit
• Direct explanation should be enhanced using
  charts, graphic organizers, pictures, and realia

70
Comprehension and ELLs (cont.)

• During reading direct explanation of strategies
  to make sense of text
• Introduce one strategy at a time
• Clearly explain what the strategy is about

• Summarizing is a strategy to use when reading.
  Summarizing helps us check and makes sure we
  understood what we read. Summarizing also helps
  us remember what we read. We summarize by telling
  only the most important information from the
  story.

71
Comprehension and ELLs (cont.)
? Asking Questions ? Hacer Preguntas
Summarizing Resumir
Visualizing Visualizar
Predicting Predecir
72
Comprehension and ELLs (cont.)
Making Connections Asociaciones
Clarifying Aclarar
73
Comprehension and ELLs (cont.)

• During reading modeling and thinking aloud
• Think-alouds are particularly beneficial to ELLs
• Think-alouds make public what strategic readers
  do when they apply comprehension strategies

74
Comprehension and ELLs (cont.)
Jill was running up the street with her mom. She
was crying and looking everywhere. She loved Fila
so much. Jill wondered if they would ever find
her.
What happened? Jill is crying. That means that
she is sad. It says that she is looking
everywhere. I wonder what she is looking for. It
says Jill loves Fila, and she wonders if theyll
find her. Somebody is missing, but I am not sure
if Fila is a persons name. Jill might have lost
her pet.
75
Comprehension and ELLs (cont.)

• During reading summarize, discuss text, and
  monitor comprehension frequently
• When reading aloud or discussing a story read by
  students, the linguistic load and the cognitive
  work are large
• Stop oftenmake sure students are with you
• Point out language in text with features that can
  make text difficult to understand

76
Comprehension and ELLs (cont.)

• During reading summarize and monitor
  comprehension frequently
• Completing charts or graphic organizers as
  teachers read texts allows for deeper
  comprehension
• Engaging students in identifying big ideas in a
  text and in graphically depicting the
  relationships among these ideas improves student
  recall and comprehension of text (RAND 2002)

77
Comprehension and ELLs (cont.)

• After reading scaffold thinking about what was
  read
• Ensure ELLs understand common question concepts
  detail questions
• when, where, who, what, why, how, which
• After modeling what when and where mean, the
  teacher says Ill say a phrase. You tell me if
  it tells when or where.
• In the backyard
• After breakfast
• Tomorrow morning
• On the sofa
• At the pool

(Marzola, 2005 Pilgreen, 2006)
78
Comprehension and ELLs (cont.)

• After reading scaffold thinking about what was
  read
• Types of questioning
• Right Herequestions involve responses that can
  be found word-for-word in the text
• Here and Therequestions can be answered by
  looking in the text (often in more than one
  place), but the answers are more complex and
  require a response of one or more sentences
• What I Knowquestions cannot be answered by
  looking in the text they require students to
  think about what they have read, think about what
  they already know, and think about how it all
  fits together
• Help ELLs understand what they are asked

(Raphael, 1986)
79
Comprehension and ELLs (cont.)

• Teach ELLs about expository text structures in
  English
• Explicitly discuss the different types of texts
  and their characteristics
• Use graphic organizers to expose the structure
  of expository text
• Teach ELLs the linguistic clues they can use to
  identify and deal with different expository texts

(Roit, 2006)
80
Expository Texts
81
References
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(2005). The critical role of vocabulary
development for English language learners.
Learning Disabilities Research Practice, 20(1),
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(Eds.), The best for our children Critical
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Estimating root word vocabulary growth in
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82
References (cont.)

• Carlo, M., August, D., Snow, C. (2005).
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83
References (cont.)

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