ERIC Number: ED376740
Record Type: RIE
Publication Date: 1994-Nov
Linking Reading Comprehension Instruction to Language Development for Language-Minority Students. Center for the Study of Reading Technical Report No. 603.
Anderson, Valerie; Roit, Marsha
This report explores the use of reading comprehension instruction as a gateway for developing oral-language proficiency in language-minority students. Based on classroom observations, analyses of videotapes of literacy teaching sessions, conversations with teachers and administrators, and analyses of teaching demonstration lessons, six competencies were identified that could be developed in students to increase both reading comprehension and language development. These competencies would enable students to: use the English language with flexibility; use less-imageable basic vocabulary; consider larger contexts; determine importance and unimportance of aspects of text; elaborate responses; and engage in natural conversations. A discussion of these competencies is followed by 10 suggestions for teaching them that draw upon the primary language, cognitive strengths, and social skills of language-minority students. Suggested teaching activities include: shared reading; vocabulary networking; expanding contexts; predicting; encouraging the use of imagery; teaching about text structure; questioning; identifying problems and sharing strategies; text explaining; arranging for conversational opportunities; and using culturally familiar informational texts. Recommendations for implementing these instructional activities by grade are included. (Contains 65 references.) (Author/LR)
Descriptors: Classroom Observation Techniques, Competency Based Education, Educational Strategies, Elementary Education, English (Second Language), Language Skills, Learning Activities, Minority Groups, Oral Language, Reading Comprehension, Second Language Instruction, Skill Development, Teaching Methods, Videotape Recordings
Publication Type: Reports - Descriptive
Education Level: N/A
Audience: Teachers; Practitioners
Authoring Institution: Illinois Univ., Urbana. Center for the Study of Reading.
Grant or Contract Numbers: N/A