Do you think that taking their own vocabulary tests helps students learn the words? This Reflective Question and many others await your discussion and analysis in this revised edition of TESOL Press's best-selling "Teaching Reading," which explores different approaches to teaching reading in second language classrooms. This volume…

Despite efforts toward literacy reform, reading growth commonly flatlines in the secondary years. In "Literacy Reframed," the authors offer a game-changing new way to think about--and teach--literacy at all levels. You will gain a dynamic path forward for creating classrooms that fully support students on their literacy journeys and…

This article presents a protocol for utilizing conferring strategies for reading conferences with English Language Learners (ELLs) as a means to support their reading comprehension skills and develop content area vocabulary in middle level education. The Conferring with English Language Learners (CELL) Protocol emphasizes ELLs' conversational…

Sharing reading techniques with families is an important responsibility of teachers. Dialogic reading is one way to improve young students' expressive vocabulary skills, which are important for later reading success. Dialogic reading also supports students' understanding of story structure and content. This well researched technique has not been…

This article explores how Ms. Ford, a first-grade teacher, integrated literary tools to engage students in higher-level thinking and meaning making. Through the use of teacher talk, eliciting responses, asking for clarity, and expanding on student responses, she utilized discourse to support students in making meaning. Ms. Ford's first-grade…

Content area teachers are now being tasked with incorporating reading and writing instruction, but what works? In this essential book from Routledge and AMLE, author Lori G. Wilfong describes ten best practices for content area literacy and how to implement them in the middle-level classroom. She also points out practices that should be avoided,…

Circumlocution--using known vocabulary to describe a forgotten or unknown word--can help English language learners avoid communication breakdowns when speaking. Students of all proficiency levels can benefit from instruction and practice related to circumlocution strategies. In the activity presented in this article, students use these strategies…

Students in grades 3-6 need to use increasingly sophisticated comprehension skills and strategies as they read and build knowledge across disciplinary content areas. Grounded in research, this book presents effective practices for integrating literacy instruction with literature, science, and social studies. Chapters address text selection,…

Students with emotional and behavioral disorders (EBD) in secondary school settings often have deficient reading skills. Secondary school teachers who serve this population of students may need additional training, support, and resources to maximize the effectiveness of the time they spend teaching reading. This article focuses on two…

Academic language includes three skills: (1) use of inferential language (communicating about ideas across contexts); (2) use of narrative language (clearly describing a series of events); and (3) understanding a range of academic vocabulary and grammatical structures. These skills help students better comprehend academic texts both across…

The authors address instruction in morphological analysis, a vocabulary-learning approach that involves teaching students the meanings of affixes (prefixes and suffixes) and word roots and a strategy for using knowledge of these morphemic elements to infer the meanings of unfamiliar words. The authors discuss their development of a list of affixes…

Literacy improves lives--and with the right instruction and supports, "all students" can learn to read and write. That is the core belief behind this teacher-friendly handbook, your practical guide to providing comprehensive, high-quality literacy instruction to students with significant disabilities. Drawing on decades of classroom…

School districts that have adopted the 3Ls™ approach to provide rigorous instruction for English learners (ELs) have, invariably, had to make a case for what this approach offers, how it reflects best practices in English language development (ELD) instruction, and how it meets the needs of English learners. They have also had to make explicit…

Expository, or informational, text can be defined as a type of nonfiction that describes a topic categorically by moving from subtopic to subtopic with the intent to teach content or convey information (Maloch & Bomer, 2013). One vehicle for teaching the text structure and language of expository text to preschool-age children is through…

Expository, or informational, text can be defined as a type of nonfiction that describes a topic categorically by moving from subtopic to subtopic with the intent to teach content or convey information (Maloch & Bomer, 2013). One vehicle for teaching the text structure and language of expository text to preschool-age children is through…