The assessment of early literacy skills during the kindergarten year can provide useful information about student performance in prereading skills, which are predictors of later reading achievement. This study examined the use of fluency-based prompts of student phonemic awareness, alphabetic principle, and oral reading at the end of kindergarten…

This study determined the effectiveness of Kindergarten Peer-Assisted Learning Strategies (K-PALS) for English Learners (ELs). We compared 20 K-PALS ELs to 20 Control ELs and to 20 K-PALS non-ELs on early reading skill acquisition, using a pretest-posttest control group design with matched samples. We also compared proportions of ELs unresponsive…

Bringing together leading scholars, this book describes proven ways to enhance early literacy skills in 3- and 4-year-olds, especially those from low-income families. Presented are scientifically based methods and approaches that are being applied in Early Reading First programs around the country. Important topics include promoting oral language…

An alternating treatments design was used to compare the effects of two response modes on acquisition and retention rates of letter naming fluency performance (LNF) by six kindergarten English Language Learners (ELLs) performing below the average letter naming level and slope of other ELL classmates. With equal amounts of practice opportunities,…

Presents an introductory summary in defense of "reading aloud" in the English as a foreign language classroom and a more substantial section offering practical suggestions for handling it. The defense centers on a clarification of the purpose of reading aloud. Descriptions of different reading activities are included along with methods of…

Intended for reading teachers, this pamphlet contains the presentations of the 14th annual reading conference at Indiana State University, beginning with opening remarks by David C. Waterman and welcoming comments by J. Stephen Hazlett. In the opening address, "What Good is Comprehension without Composition?" by Sharon and David Moore, the role of…

Reading aloud can be an effective tool in the teaching of English as a second language. (LG)

Continuation of an article begun in "English Language Teaching", v27 n3 p276-81 Jun 1973. (HW)

The "Bilingual Cooperative Integrated Reading and Composition" ("BCIRC") program, an adaptation of the "Cooperative Integrated Reading and Composition" ("CIRC") program, was designed to help Spanish-speaking students succeed in reading Spanish and then making a successful transition to English reading. In…

Describes an experiment in two beginning English classes with simultaneous presentation of the material visually and aural-orally. The experiment and subsequent tests are evaluated. Concludes that the "visual-learning" type of student does well here, but that further research is needed before firm conclusions can be drawn. (Text is in German.)…

Because fluency instruction was identified, only recently, as a cornerstone literacy subject--it is still unfamiliar terrain for many teachers. This volume fills a crucial gap by offering a thorough, authoritative examination of what reading fluency is--and how it should be taught. Contributing authors, who include the field's leading authorities,…

The purpose of this study was to evaluate the effectiveness of supplemental reading instruction on the reading performance of four (two boys, two girls) second graders who were English learners (ELs) and poor readers through the use of a multiple probe across-participants design. All students received instruction from a commercial reading program,…

Examines the way in which the reading aloud done by a second language learner of English can reveal aspects of the learner's interlanguage. Particular attention is paid to the learner's acquisition of the "-ed" past tense morpheme, and to the acquisition of pronouns. (Author/VWL)

A first-grade teacher used comic books as read-alouds during her implementation of a reading/writing workshop. The students, primarily English-language learners, were able to make use of this medium in order to learn new reading practices. The teacher used the comics to teach multiple aspects of various reading processes such as reading with an…

Using an extant database, we examined three grade 1 criteria for identifying response to intervention (RTI) in English language learners (ELLs): (a) set benchmark criteria with a standard score above 95 (37th %ile) on both decoding and comprehension measures and a raw score of 40 or more correct words per minute (CWPM) on oral reading fluency; (b)…