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ERIC Number: EJ926318
Record Type: Journal
Publication Date: 2011-May
Pages: 5
Abstractor: ERIC
Reference Count: 11
ISSN: ISSN-0013-8274
Supporting ELLs before, during, and after Reading
DelliCarpini, Margo
English Journal, v100 n5 p108-112 May 2011
Working with English language learners in mainstream ELA classrooms can provide rich rewards in terms of developing multiple perspectives, sharing diverse experiences, and developing understanding of different cultural practices. However, these students can also challenge mainstream teachers. Supporting ELLs throughout the reading process can enhance outcomes for those students in terms of comprehension and in terms of a greater sense of self-efficacy as readers. In addition, successful support can increase teacher effectiveness and actually make the classroom teacher's job less challenging. In this article, the author discusses reading strategies that can form a powerful lesson sequence for helping ELLs comprehend the often complicated text they are required to read in mainstream, secondary English classes. By combining these strategies, ELLs--and all students--are supported before, during, and after reading and the set of strategies becomes manageable and transferable to other texts and other contexts. (Contains 2 figures.)
National Council of Teachers of English. 1111 West Kenyon Road, Urbana, IL 61801-1096. Tel: 877-369-6283; Tel: 217-328-3870; Web site:
Publication Type: Journal Articles; Reports - Descriptive
Education Level: Secondary Education
Audience: Teachers
Language: English
Sponsor: N/A
Authoring Institution: N/A