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Teaching Reading to English Language Learners
A Reflective Guide

Edited by:

Thomas S. C. Farrell - Brock University, Canada

Other Titles in:
Bilingual/ELL Learners | English/Language Arts (Middle/High School) | Learning Styles

August 2013 | 120 pages | Corwin

Practical, easy-to-implement methods for helping English language learners succeed in reading! In clear, accessible language, this resource demystifies the research about, and process for, teaching reading to English language learners (ELLs) and is an ideal guide for educators who may or may not have experienceáin working with ELLs. The author introduces the key principles of reading instruction for ELLs and offers a wealth of action-oriented strategiesùfor use before, during, and after readingùto adapt for individual student needs. Teachers will discover how to: Increase fluency and comprehensionTeach vocabulary and text structurePrepare reading lessonsAssess reading performance

Preface

Acknowledgements

1. Teaching Reading to ELLs

2. Reflecting on the Reading Process

3. Teaching Reading Fluency and Comprehension to ELLs

4. Teaching Reading Strategies to ELLs

5. Teaching Text Structure to ELLs

6. Teaching Vocabulary to ELLs

7. Planning Effective Reading Lessons for ELLs

8. Promoting Extensive Reading for ELLs

9. Authentic Reading Assessment for ELLs

References

"Truly a pleasure to read, with much helpful information."

Deb Bible, Literacy Teacher

CUSD 300, West Dundee, IL

"The author models a program of success and helps the educator become better qualified in teaching the EL learner."

Lucia deSombre Malo, Former Instructor

Utah Valley State College

Preview this book

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Sample Materials & Chapters

Preface

Chapter 1: Teaching Reading to ELLs

Thomas S. C. Farrell

Thomas S. C. Farrell is a professor in applied linguistics at Brock University, Canada. He has been involved with ESL and applied linguistics for the past 27 years and has written extensively on topics such as reflective practice, language teacher development, and language teacher education. His recent books include Reflective Practice in Action (2004, Corwin Press), Reflecting on Classroom Communication in Asia (2004, Longman), and Professional Development for Language Teachers (2005, Cambridge University Press, coauthored with Jack Richards). More About Author

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