This longitudinal study documents a trilingual child's struggle with decoding and word recognition, the remedies sought to help him start reading in his second language (English) while he was in French immersion, and his performance after the intervention on tests of phonological awareness in L1 Romanian, L2 English, and L3 French. The study…

Complexity of the various needs that come with English language learners (ELLs) beyond language learning (such as learning gaps, social and cultural differences, etc.) and increased numbers of English language learners in Canadian schools have led educational stakeholders to seek ways to promote reading improvement. While literature points out the…

This action research project empirically evaluated the efficacy of reading strategy instruction to help advance adult English as an additional language (EAL) students' development of academic reading skills and strategy use. The study involved 16 adult participants attending English for Academic Purposes (EAP) programs in British Columbia. These…

This study reports on a year-long intervention based on comprehension practice of input-rich materials. It was inspired by an innovative program in Canada in which primary school francophone children learned English as a second language (ESL) through simultaneous reading and listening. In our study the participants are a class of 10- to…

The purpose of this preliminary study was to determine whether incorporating vocabulary instruction in individual reading fluency interventions for English Language Learners (ELLs) would improve reading comprehension. Two vocabulary instructional procedures were contrasted with a fluency-building only condition in an alternating-treatments design…

Refugee students arrive in Canada with varying amounts of previous formal education. School-aged refugees who lack a solid first language education may find learning to read in English and studying subject content especially challenging. If these students leave school, they depart with inadequate English reading proficiency for further academics…

In the field of English-language teaching, there has been increasing interest in how literacy development is influenced by institutional and community practice and how power is implicated in language-learners' engagement with text. In this article, I trace the trajectory of my research on identity, literacy, and English-language teaching informed…

In teaching reading, authentic texts with abundant lexical items and complex grammatical structures are typically used (Roche, 1992). Unfortunately, this has been a challenge for students enrolled in reading courses developed for English as a Second Language (ESL) as well as Languages Other Than English (LOTE) students. Students often translate…

In Canada, as in other anglophone countries, classrooms are becoming more diverse as the number of English language learners (ELLs) increases. More and more teachers are faced with the task of meeting the needs of culturally and linguistically diverse students. In this article, I share excerpts of dialogue between ELL students, native…

The aim of this book was to present innovative applications of technology in second language teaching and learning, as well as to explore the transformation of the different techniques to different theoretical frameworks. It has also been desired to have a representation of researchers from different parts of the world as contributors. When the…

This article explores whether struggling readers from different primary language backgrounds differ in response to phonologically based remediation. Following random assignment to one of three reading interventions or to a special education reading control program, reading and reading-related outcomes of 166 struggling readers were assessed…

One goal of this longitudinal study was to examine whether the predictors of reading skills in Grade 3 would differ between English as a second language (ESL) students and native English-speaking (L1) students. Phonological processing, syntactic awareness, memory, spelling, word reading, and lexical access skills were assessed in kindergarten and…

Discusses thematic centers in which teachers select a theme and design of several classroom stations on the topic. Describes application of the technique in one Canadian class of six-, seven-, and eight-year olds, many of whom were English-as-a-Second-Language (ESL) students. Identifies characteristics of the technique. (SG)

Examines whether reading aloud in the classroom is an appropriate student-centered method of teaching reading. Describes how using this method to study Steinbeck's novel, "of Mice and Men," provides a structural, sociolinguistics, cultural, and stylistic knowledge through a combination of explanation and active engagement. (Author/VWL)

Reports results of a survey of British Columbia elementary, secondary, and adult second language reading teachers, including teachers of English as a second language. The survey focused on their procedures, practices, and instructional materials. The discussion notes their use of basal readers and oral reading by native English speakers. (MSE)