NCSALL

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Ideas for Teaching Reading

Step 1: Read the related research

English for Speakers of Other Languages Instructors

bookReview the articles.

"The ESOL Adult and the Push Towards Meaning." Judith Rance-Rony, Focus on Basics, Volume 1, Issue B, May 1997. (Opens in new browser window. Close it to return.)
Summary:
The author argues for the importance of considering the cultural experiences of learners and the schema learners bring to texts when teaching reading to ESOL students.

How Should Adult ESL Reading Instruction Differ from ABE Reading Instruction? Miriam Burt, Joy Kreeft Peyton, and Carol Van Duzer, CAELA Brief, 2005-01, March 2005. (Opens in new browser window. Close it to return.)
Summary:
In order to provide evidence-based suggestions for teaching reading to adult English language learners, this brief summarizes the research on adult English speakers learning to read and the suggestions for instructions from these studies. Then, using findings from a synthesis of research on adult English language learners learning to read, the brief describes how these learners differ from native English speakers, and how instruction should take these differences into account.

"Models of Reading and the ESOL Student: Implications and Limitations." David E. Eshey, Focus on Basics, Volume 1, Issue B, May 1997. (Opens in new browser window. Close it to return.)
Summary:
The author argues that present models of reading do not address some important aspects of reading for adult ESOL learners and advises that teachers must be cognizant of a studentís language problems. Eshey identifies as a key issue the lack of schema to facilitate comprehension of particular texts.

"Rediscovering Themselves: Learning to Read for Survival." Melissa Nieves, Focus on Basics, Volume 1, Issue B, May 1997. (Opens in new browser window. Close it to return.)
Summary:
The author describes the process by which she worked with colleagues to develop a three-phase program that draws on students' personal histories as topics and texts for ESOL instruction.

"The Neurobiology of Reading and Dyslexia." Sally E. Shaywitz, M.D. and Bennett A. Shaywitz, M.D., Focus on Basics, Volume 5, Issue A, August 2001. (Opens in new browser window. Close it to return.)
Summary:
The authors review the most recent advances in comprehending the neurobiology of dyslexia and outline the implications for teaching adults with dyslexia. They determine that a deficit in phonology correlates with reading disabilities and argue that practitioners need to consider these research findings in order to adopt the most successful, evidence-based interventions.

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