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ERIC Number: EJ887744
Record Type: Journal
Publication Date: 2010-Jan
Pages: 10
Abstractor: ERIC
Reference Count: 38
ISBN: N/A
ISSN: ISSN-0094-0771
Targeting Content Area Literacy Instruction to Meet the Needs of Adolescent English Language Learners
Watkins, Naomi M.; Lindahl, Kristen M.
Middle School Journal (J3), v41 n3 p23-32 Jan 2010
Despite recent attention to the library needs of adolescent English language learners (ELLs), 70% of eighth grade ELL students scored below basic proficiency in reading on the National Assessment of Educational Progress (NAEP) compared to only 26% of their native English-speaking peers. Since the majority of reading done in the content areas requires students to read for information, the discrepancy between ELL reading achievement scores and native English speakers' scores on the NAEP has the potential to increase even more substantially in secondary content area classes. Teachers must target ELL needs, considering both language skills and those skills contributing to content area literacy, as they plan content lessons. This article provides description of targeted instruction and reasons why all educators should target content area reading instruction for ELLs. Furthermore, it highlights the Sheltered Instruction Observation Protocol (SIOP) model, which is one way content area teachers can successfully target reading instruction. (Contains 1 figure.)
National Middle School Association. 4151 Executive Parkway Suite 300, Westerville, OH 43081. Tel: 800-528-6672; Tel: 800-528-6672; Fax: 614-895-4750; e-mail: info@nmsa.org; Web site: http://www.nmsa.org/Publications/MiddleSchoolJournal/tabid/435/Default.aspx
Publication Type: Journal Articles; Reports - Descriptive
Education Level: Middle Schools
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A