TITLE

Supporting English-Language Learners and Struggling Readers in Content Literacy With the "Partner Reading and Content, Too" Routine

AUTHOR(S)
Ogle, Donna; Correa-Kovtun, Amy
PUB. DATE
April 2010
SOURCE
Reading Teacher;Apr2010, Vol. 63 Issue 7, p532
SOURCE TYPE
Academic Journal
DOC. TYPE
Article
ABSTRACT
The article discusses the Partner Reading and Content, Too (PRC2) routine for English-language learners (ELLs) to develop skills in reading and learning with informational texts by incorporating research-based principles for supporting ELLs. The content-specific vocabulary challenges in social studies and science content for ELLs are explored. Several reading priorities for ELL students are suggested. The basic PRC2 routine, which consists of reading partners previewing a whole book during their first engagement with the text, silent reading, rereading, and oral reading, is discussed.
ACCESSION #
49036017

 

Related Articles

  • Compare, Contrast, Comprehend: Using Compare--Contrast Text Structures With ELLs in K--3 Classrooms. Dreher, Mariam Jean; Gray, Jennifer Letcher // Reading Teacher;Oct2009, Vol. 63 Issue 2, p132 

    The article discusses the reading needs of English Language Learner (ELL) students in primary grades. A description of a reading lesson comparing and contrasting spiders with insects is given. The reasons why the ELL students struggled with the lesson are explored including their unfamiliarity...

  • Taking on the Role of Questioner: Revisiting Reciprocal Teaching. Williams, Joan A. // Reading Teacher;Dec2010, Vol. 64 Issue 4, p278 

    The article discusses the method of reciprocal teaching, in which teachers and students engage in conversation to reach an understanding of a text. Several aspects of reciprocal teaching are explored including predicting, questioning, clarifying, and summarizing. The author draws on her...

  • The Effect of Rhetorical and Cognitive Structure of Texts on Reading Comprehension. Abdollahzadeh, Esmaeel // Asian EFL Journal;Jun2009, Vol. 11 Issue 2, p104 

    This paper examines the comprehension of different text types by readers at different proficiency levels. 170 EFL undergraduates read narrative, expository, and argumentative text types. Significant comprehension differences were found among readers of these text types. Low-level readers...

  • Contemporary Classroom Vocabulary Assessment for Content Areas. Stahl, Katherine A. Dougherty; Bravo, Marco A. // Reading Teacher;Apr2010, Vol. 63 Issue 7, p566 

    The article discusses how teachers can document their students' content area vocabulary development using evidence-based strategies. The complexities of word knowledge that makes vocabulary development assessment difficult in content areas are explored. How teacher-made vocabulary tests can be...

  • Deep scaffolding: Enhancing the reading experiences of English language learners. Brown, Clara L.; Broemmel, Amy D. // New England Reading Association Journal;2011, Vol. 46 Issue 2, p34 

    The article discusses the relevance of deep scaffolding in enhancing the reading experiences of English Language learners (ELLs). It notes that scaffolding in reading especially for second language speakers makes an integral part of reading instruction that raises the comprehensibility of the...

  • Supporting Adolescent English Language Learners' Reading in the Content Areas. Klingner, Janette K.; Boardman, Alison G.; Eppolito, Amy M.; Schonewise, Estella Almanza // Learning Disabilities -- A Contemporary Journal;Mar2012, Vol. 10 Issue 1, p35 

    The article focuses on the support for the reading comprehension and content learning of adolescent English language learners (ELLs) with learning disabilities. It explores the Collaborative Strategic Reading (CSR), a multi-strategy approach for teaching strategies for reading comprehension. It...

  • Bridging Research and Practice for Adolescents with Reading Difficulties: An Introduction to the Special Issue. Reed, Deborah K.; Vaughn, Sharon // Learning Disabilities -- A Contemporary Journal;Mar2012, Vol. 10 Issue 1, p1 

    An introduction to the Special Issue is presented in which the editor discusses various reports within the issue recommendations for reading interventions in grades fourth and fifth, the content area literacy, and the research on how to support English language learners in secondary classrooms.

  • Comprehension instruction in content area classes. Neufeld, Paul // Reading Teacher;Dec2005/Jan2006, Vol. 59 Issue 4, p302 

    This section discusses comprehension instruction in content area classrooms. Comprehension can be defined broadly as the process of constructing a supportable understanding of a text. There are two important features of the comprehension process: First, seeking to comprehend a text is an active,...

  • Think-Aloud Strategy: Metacognitive development and monitoring comprehension in the middle school second-language classroom. McKeown, Regina G.; Gentilucci, James L. // Journal of Adolescent & Adult Literacy;Oct2007, Vol. 51 Issue 2, p136 

    The article presents information on helping limited English proficient middle-school students in U.S. schools improve their reading comprehension. The authors recommend Think-Aloud Strategy as a means of activating metacognition toward the goal of improved reading comprehension. They explains...

Share

Read the Article

Other Topics