English Language Learners and the 5 Essential Components of Reading Instruction
Phonemic Awareness
Some phonemes may not be present in ELLs native language and, therefore, may be difficult for a student to pronounce and distinguish auditorily
Important that instruction has meaning; so that the word and sounds are familiar
Necessary that ELLs have knowledge of english vocal words in order to understand phonemes
Children;s minds are trained to categorize phonemes in their first language; can conflict with english phonemes
Teachers can understand the linguistic characteristics of students native language; helping ELLs with the understanding of phonemes
Phonics
Students who aren't literate in their own language or their language doesn't have a written form sometimes don't understand concepts and need to be taught concepts of print
English vowel sounds and the many spelling can present a challenge to Spanish literate students learning to read english
Vocabulary development
One of the greatest challenges reading instruction for ELLs
Students need to use not JUST phonics, but context too
Vocabulary needs to be taught daily
Children learn the majority of their vocal from: conversations (mostly with adults), listening to adults read to them, reading extensively on their own
Reading Fluency (oral reading skills)
ELLs should learn to read in their native language at first
ELLs will read and speak english with an accent as they are beginning to learn English, others might have one throughout their lives
**Students can read fluently in english with a native language accent
Reading comprehension strategies
ELLs may be working diligently to translate concepts literally (figurative language can be too confusing)
ELLs may not be exposed to authentic texts or challenged to think critically or inferentially about stories
Teachers must expose their students to high quality literature and higher order thinking (ex. graphic organizers, modeling, stopping often in text to summarize)