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Relevant bibliographies by topics / English reading skills

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Academic literature on the topic 'English reading skills'

Author: Grafiati

Published: 4 June 2021

Last updated: 19 February 2022

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Journal articles on the topic "English reading skills"

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Phindane, Pule. "Reading Skills Acquisition in English:." Journal of Psychology 5, no. 1 (July 2014): 85–96. http://dx.doi.org/10.1080/09764224.2014.11885509.

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Hu, Min. "The Relationship between English Phonological Awareness of Chinese English Learners and Their English Skills." Theory and Practice in Language Studies 9, no. 1 (January 1, 2019): 45. http://dx.doi.org/10.17507/tpls.0901.07.

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This study investigated the relationship between English phonological awareness (PA) of Chinese English learners and their three English skills (reading, spelling, and listening). Four-hundred college students participated in the study. The results of correlation and regression analyses demonstrated that: 1) overall PA correlated significantly with the three skills and predicted spelling strongly, listening intermediately, and reading weakly; 2) the three levels of PA had differential effects on English skills: reading was only significantly predicted by syllable awareness, spelling by onset-rhyme and phoneme awareness, and listening by all levels of PA; and 3) the predictive effects of tasks corresponded to the difficulty of the processing skill required by a task. This study has borne out a vital role of English PA in improving adult Chinese English learners’ English skills.

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D'ANGIULLI, AMEDEO, LINDA S. SIEGEL, and EMILY SERRA. "The development of reading in English and Italian in bilingual children." Applied Psycholinguistics 22, no. 4 (December 2001): 479–507. http://dx.doi.org/10.1017/s0142716401004015.

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Canadian children (n = 81; 9–13 years) who spoke both English and Italian were administered phonological, reading, spelling, syntactic, and working memory tasks in both languages. There was a significant relationship between English and Italian across all phonological tasks. The relationship was less evident for syntactic skills and was generally absent for working memory measures. Analyses of phonological, syntactic, and memory processes based on levels of skill in English reading showed significantly better performance by skilled readers compared to less skilled readers; this was also true for the 11- to 13-year-olds compared to the 9- to 10-year-olds. Similar results were obtained as a function of levels of skill in Italian reading. On all Italian tasks, the bilingual children lagged behind monolingual children matched on age. However, less skilled and skilled bilingual Italian children had significantly higher scores than monolingual English–Canadian children (with comparable reading skills) on English tasks involving reading, spelling, syntactic awareness, and working memory. The results suggest that English–Italian interdependence is most clearly related to phonological processing, but it may influence other linguistic modules. In addition, exposure to a language with more predictable grapheme–phoneme correspondences, such as Italian, may enhance phonological skills in English.

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Salem, Ashraf Atta Mohamed Safein. "Scaffolding Reading Comprehension Skills." English Language Teaching 10, no. 1 (December 23, 2016): 97. http://dx.doi.org/10.5539/elt.v10n1p97.

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The current study investigates whether English language teachers use scaffolding strategies for developing their students’ reading comprehension skills or just for assessing their comprehension. It also tries to demonstrate whether teachers are aware of these strategies or they use them as a matter of habit. A questionnaire as well as structured interviews were basically designed for the purpose of the study. The descriptive qualitative research design was adopted due to suitability for the nature of the study. Results of the study revealed that Non-native English language teachers are not aware of the nature of scaffolding strategies they use; they use such strategies for the purpose of assessing their students’ comprehension rather than scaffolding their comprehension. It is recommended that English language teachers have an adequate orientation of the nature of scaffolding strategies, to what extent to be used (when to begin using these strategies and when to stop using them) and the significance in developing comprehension skills of students in the mainstream schools.

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Yeshimbetova, Z., and Zh Kulekenova. "STRATEGIES TO DEVELOP STUDENTS’ READING COMPREHENSION SKILLS." BULLETIN Series of Philological Sciences 74, no. 4 (December 9, 2020): 70–72. http://dx.doi.org/10.51889/2020-4.1728-7804.13.

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The article considers the problems of developing students' reading comprehension skills in learning a foreign language Reading is the most important skill in English language in comparison with other language skills in acquiring language. If students are good at reading, they will be good at other language skills (writing, speaking, and listening). For this reason teachers of English language should focus on this skill and know strategies to develop this skill, how to work on it, how to improve learners’ reading skills and how to organize the process of acquiring the language at the lessons while working with the text.The main stages of working at reading text and activities to develop learners’ reading comprehension are suggested in the article.

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Dickson, Euan, Laura Manderson, Mateo Obregon, and Maria Garraffa. "Tracking Biliteracy Skills in Students Attending Gaelic Medium Education: Effects of Learning Experience on Overall Reading Skills." Languages 6, no. 1 (March 20, 2021): 55. http://dx.doi.org/10.3390/languages6010055.

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This study describes the validation of a reading assessment developed for speakers of Scottish Gaelic, an endangered language spoken in Scotland. The test is designed to investigate the areas of reading for understanding, reading errors and reading speed. This study will present the data on a group of Gaelic/English speakers on both the Gaelic and the English version of the test and of a group of English speakers on the English version of the reading test, aiming at comparing reading abilities in children attending a Gaelic medium education (GME) and children in English medium education (EME) living in the same urban area. The paper reports two studies. The first study presents data on 77 children bilingual in Gaelic/English recruited across four levels of primary school on reading in Gaelic. The second study looks at the performance on a version of the test adapted for English, comparing the performance of two groups of children (bilinguals Gaelic/English and monolinguals English) on several linguistic skills, including sentence comprehension and reading. About 40 monolingual English subjects in EME, living in the same urban area, were administered the English version. The reading abilities of the children attending EME and GME schools were comparable, supporting the idea of no disadvantage on reading from attending a school with the medium of a minority language. If differences were found, these were in favour of the bilingual Gaelic/English children, who attained better results in all linguistic tasks in English in the older groups.

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Malaj, Lavdosh. "Summary Strategies for Literary Texts in English." Studies in Logic, Grammar and Rhetoric 65, no. 1 (December 1, 2020): 7–20. http://dx.doi.org/10.2478/slgr-2020-0043.

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Abstract One of the problems when students go to university is that they are faced with insufficient skills (reading, summarizing and writing). These skills are not just an option for students – they are a necessity. One of these skills is text summarizing. Summarizing strategies may be called the gist of the literary text. Different summarization strategies may be required for different text types and lengths. The ability to summarize well means your reading comprehension and writing skill should be excellent. Summarization is a high-level comprehension strategy which is effective in improving reading achievement and text summary quality. Several approaches have been developed to analyse summarizing skills which are required to teach and learn English at all levels especially at university level. The research was conducted among students of the second year English department at University of Vlora. The summaries reflect the major differences among the strategies used by skilled and unskilled students. The skilled students produce coherent linguistic and syntactic structures. Skilled (high-proficiency) students use semantic and prepositional phrases more than unskilled students (low-proficiency). Thus, the skilled students do not distort ideas of the original text but distort subject-verb order. When they summarize, we can easily distinguish the way in which they combine idea units across two or more paragraphs. The summaries reflect that students write very long sentences. The margin of errors is considerable due to the mother tongue influence and their level of English.

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Gottardo, Alexandra, Norah Amin, Asma Amin, Redab Al-Janaideh, Xi Chen, and Johanne Paradis. "Word reading in English and Arabic in children who are Syrian refugees." Applied Psycholinguistics 41, no. 6 (August 11, 2020): 1305–28. http://dx.doi.org/10.1017/s014271642000034x.

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AbstractWord reading is a fundamental skill in reading and one of the building blocks of reading comprehension. Theories have posited that for second language (L2) learners, word reading skills are related if the children have sufficient experience in the L2 and are literate in the first language (L1). The L1 and L2 reading, phonological awareness skills, and morphological awareness skills of Syrian refugee children who speak Arabic and English were measured. These children were recent immigrants with limited L2 skills and varying levels of L1 education that was often not commensurate with their ages. Within- and across-language skills were examined in 96 children, ages 6 to 13 years. Results showed that phonological awareness and morphological awareness were strong within-language variables related to reading. Additionally, Arabic phonological awareness and morphological processing were strongly related to English word reading. Commonality analyses for variables within constructs (e.g., phonological awareness, morphological awareness) but across languages (Arabic and English) in relation to English word reading showed that in addition to unique variance contributed by the variables, there was a high degree of overlapping variance.

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Dr. S. Gunasekaran, Dr L. Bapitha. "An Experimental Study Skills To Enhance Reading Skill." Psychology and Education Journal 57, no. 9 (January 5, 2021): 6087–89. http://dx.doi.org/10.17762/pae.v57i9.2673.

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Reading, Knowledge, Motivation Reading is not only one of the most important skills in language teaching, but also one of the main objectives of learning English in general. Many factors such as students’ background knowledge, motivation, interest, organization of the texts and study skills may affect reading skill. The purpose of this study was to investigate whether teaching study skills would increase students’ reading comprehension ability or not. To achieve this goal an experiment was carried out at Anna University College of Engineering, Ramanathapuram, Tamilnadu, India during the second semester of 2016-2017. The results of the study supported the argument that skills in reading depend on the precise coordination of a number of special reading skills and there is a significant relationship between the knowledge of study skills and reading comprehension.

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Nosko, Artyom. "Development of reading skills in teaching English." Pedagogy and Psychology 47, no. 2 (June 30, 2021): 204–11. http://dx.doi.org/10.51889/2021-2.2077-6861.23.

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The article describes the relevance and significance of developing reading skills in the modern world as a tool for transmission and obtaining of information. The author introduces the algorithms and stages of working with the texts and their implementation at the English language lessons. In this article, the main focus is on using such kinds of reading strategies: in-depth reading, skimming, and scanning in language classes. The article also identifies the importance of using strategies for any kind of the purpose of reading. To successfully understand the text, the learner must master a set of techniques and strategies. The use of strategies is individual, but to choose what strategy applies, the learner must be aware of them. In this case, the questionnaire about using reading strategies at the lesson, to understand the general awareness among 24 8th grade students was proposed. This article is written as additional component for final diploma project.

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Dissertations / Theses on the topic "English reading skills"

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Lee, Mei-yi, and 李美儀. "Enhancing critical thinking skills through ICT in English reading." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2004. http://hub.hku.hk/bib/B29953790.

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Ramirez, Christina Maria. "An investigation of English language and reading skills on reading comprehension for Spanish-speaking English language learners /." view abstract or download file of text, 2001. http://wwwlib.umi.com/cr/uoregon/fullcit?p3024526.

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Thesis (Ph. D.)--University of Oregon, 2001.
Typescript. Includes vita and abstract. Includes bibliographical references (leaves 132-143). Also available for download via the World Wide Web; free to University of Oregon users.

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Man, Chui-fan. "English reading and phonological skills of primary school children under different teaching approaches." View the Table of Contents & Abstract, 2006. http://sunzi.lib.hku.hk/hkuto/record/B37424269.

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Clower, Shannon Montoya. "Using literature circles to improve literacy skills of English language learners." [Denver, Colo.] : Regis University, 2006. http://165.236.235.140/lib/SClower2006.pdf.

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Han, Seoung-Hoon. "Improving reading skills in college-level English instruction in Korea." CSUSB ScholarWorks, 1998. https://scholarworks.lib.csusb.edu/etd-project/1452.

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Molnar, Smith Caroline. "Improving Reading Skills For Dyslexic Students In The English Classroom." Thesis, Malmö högskola, Fakulteten för lärande och samhälle (LS), 2016. http://urn.kb.se/resolve?urn=urn:nbn:se:mau:diva-29806.

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The aim of this paper was to investigate what principles and approaches can be utilized when helping dyslexic students to improve their reading skills in the English classroom. The structure of this study is narrative research synthesis which means that the paper is based on articles written by others. The results indicate that there are several approaches to make use of, such as the Orton-Gillingham approach, Phonics and Whole language. Many experts support the principle of multisensory structured learning regarding the teaching of dyslexic students. This means that students use all their senses at the same time: visual, auditory and kinaesthetic. In order to further help students improve reading skills, the teacher can create a safe and calm classroom environment to reduce stress.

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Chiu, Man-ming Joseph. "The design of an ESL academic reading skills programme." Click to view the E-thesis via HKUTO, 1986. http://sunzi.lib.hku.hk/HKUTO/record/B3862638X.

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Bravo, de Romero Milena. "The reading strategies of Venezuelan university students when reading in Spanish (L1) and in English (L2)." Thesis, University of Essex, 1999. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.310089.

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Ghonsooly, Behzad. "Introspection as a method of identifying and describing competence in reading skills." Thesis, University of Stirling, 1997. http://hdl.handle.net/1893/2138.

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Reading comprehension in English as a second language in the context of Iranian education system is not unproblematic. Hardly any studies have been attempted to investigate reading strategies and processes employed by novice and skilled readers through an on-line method of reading skills research in this context. The present study was thus undertaken to address the present need by employing think-aloud methodology to compare novice and skilled reading strategies. Therefore, a qualitative approach was taken to elicit as much information as possible for the purpose of identifying and describing competence in reading skills. The main research question addressed in this study deals with comparing strategy use of a group of novice second language EST readers studying academic English in Iran with another group of skilled second language EST readers from the same ethnic population but studying at the highest academic levels outside their mother land, viz. in Scotland. Several hypotheses were formed following a preliminary pilot study which included the following: a) there was a positive relationship between the number of strategies used by readers of each group and their performance on the TOEFL test; b) there are common areas in the readers' use of comprehension strategies which make the individual difference hypothesis in reading comprehension a debatable issue; c) the readers tend to follow an interactive approach to reading comprehension. Using an interactive model of reading seven categories of strategies were identified and classified. Non-significant correlation was obtained between number of strategies and language proficiency scores. Using a human information processing system, each reader's protocol was subjected to a detailed stage by stage analysis which supported the notion of the individual difference in reading comprehension. The readers also applied an interactive reading process to text comprehension.

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Chiu, Man-ming Joseph, and 趙敏明. "The design of an ESL academic reading skills programme." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1986. http://hub.hku.hk/bib/B3862638X.

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Books on the topic "English reading skills"

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Linda, Jeffries, ed. Reading power: Reading for pleasure, comprehension skills, thinking skills, reading faster. 3rd ed. White Plains, N.Y: Pearson Education, 2005.

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Markstein, Linda. Expanding reading skills. 2nd ed. [Place of publication not identified]: Newbury House, 1990.

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Markstein, Linda. Developing reading skills. 2nd ed. Boston: Heinle & Heinle, 1994.

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Anderson, Neil J. Active skills for reading. 2nd ed. Australia: Thomson/Heinle, 2008.

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Anderson, Neil J. Active skills for reading. 2nd ed. Boston: Thomson Heinle, 2009.

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Prodromou, Luke. Medecine: Developing reading skills in English. Hemel Hempstead: Prentice-Hall, 1989.

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Davies, David. Telecommunications: Developing reading skills in English. Hemel Hempstead: Prentice-Hall, 1988.

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Physics: Developing reading skills in English. Oxford: Pergamon Press, 1985.

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Prodromou, Luke. Medicine: Developing reading skills in English. Oxford [Oxfordshire]: Pergamon Press, 1985.

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David, Davies. Telecommunications: Developing reading skills in English. Oxford: Pergamon, 1985.

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Book chapters on the topic "English reading skills"

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Lewis, Marilyn, and Hayo Reinders. "Reading." In Study Skills for Speakers of English as a Second Language, 101–19. London: Macmillan Education UK, 2003. http://dx.doi.org/10.1007/978-1-137-10590-5_6.

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Cola, Sandra, Wilma Suárez, Mayorie Chimbo, and Ana Vera-de la Torre. "Self-monitoring Strategies to Enhance English Reading Comprehension Skills." In Educating Engineers for Future Industrial Revolutions, 702–12. Cham: Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-68201-9_68.

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Treffers-Daller, Jeanine, and Jingyi Huang. "Measuring reading and vocabulary with the Test for English Majors Band 4." In Vocabulary and the Four Skills, 91–113. First. | New York: Routledge, 2020. | Series: Routledge studies in applied linguistics: Routledge, 2020. http://dx.doi.org/10.4324/9780429285400-11.

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Gottardo, Alexandra, Christine Javier, Fataneh Farnia, Lorinda Mak, and Esther Geva. "Bidirectional cross-linguistic relations of first and second language skills in reading comprehension of Spanish-speaking English learners." In Cross-linguistic Transfer in Reading in Multilingual Contexts, 65–92. Amsterdam: John Benjamins Publishing Company, 2016. http://dx.doi.org/10.1075/bct.89.04got.

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Cho, Jeung-Ryeul. "Chapter 19. Cognitive-linguistic skills and reading and writing in Korean Hangul, Chinese Hanja, and English among Korean children." In Writing Systems, Reading Processes, and Cross-Linguistic Influences, 391–410. Amsterdam: John Benjamins Publishing Company, 2018. http://dx.doi.org/10.1075/bpa.7.19cho.

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Wang, Haiping, Yuanyuan Zheng, and Yiyan Cai. "Application of Corpus Analysis Methods to the Teaching of Advanced English Reading and Students’ Textual Analysis Skills." In Corpus Linguistics in Chinese Contexts, 158–77. London: Palgrave Macmillan UK, 2015. http://dx.doi.org/10.1057/9781137440037_9.

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Suzuki, Takeshi. "Teaching Conversational Storytelling Skills to Japanese Students of English." In Readings in Second Language Pedagogy and Second Language Acquisition, 43–58. Amsterdam: John Benjamins Publishing Company, 2006. http://dx.doi.org/10.1075/ubli.4.06suz.

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Wade-Woolley, Lesly, and Linda S. Siegel. "The spelling performance of ESL and native speakers of English as a function of reading skill." In Spelling, 73–92. Dordrecht: Springer Netherlands, 1997. http://dx.doi.org/10.1007/978-94-017-3054-9_5.

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Galloway, Emily Phillips, and Nonie Lesaux. "Reading Comprehension Skill Development and Instruction for Adolescent English Language Learners: A Focus on Academic Vocabulary Instruction." In Literacy Studies, 153–78. Cham: Springer International Publishing, 2015. http://dx.doi.org/10.1007/978-3-319-14735-2_7.

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Birch, Barbara M., and Sean Fulop. "Listening Skills in Reading." In English L2 Reading, 80–104. Routledge, 2020. http://dx.doi.org/10.4324/9780429397783-4.

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Conference papers on the topic "English reading skills"

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Sun, Zhiyong. "English Reading Skills of College Students." In 2016 2nd International Conference on Social Science and Technology Education (ICSSTE 2016). Paris, France: Atlantis Press, 2016. http://dx.doi.org/10.2991/icsste-16.2016.29.

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Sariah, Siti, Predari Siswayani, Nanang Kosim, and Rahendra Maya. "The Use of Close Reading to Pinpoint Student’ Skills in Reading Comprehension: An Indonesian Case." In 1st Bandung English Language Teaching International Conference. SCITEPRESS - Science and Technology Publications, 2018. http://dx.doi.org/10.5220/0008216702650272.

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Yang, Zhanli. "Effective Methods to Improving Reading Skills in English Study." In International Conference on Education, Language, Art and Intercultural Communication (ICELAIC-14). Paris, France: Atlantis Press, 2014. http://dx.doi.org/10.2991/icelaic-14.2014.72.

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Maximova, Olga, and Daria Tavberidze. "TEACHING ENGLISH FOR SPECIAL PURPOSES: METHODS OF ACADEMIC READING SKILLS DEVELOPMENT." In 12th annual International Conference of Education, Research and Innovation. IATED, 2019. http://dx.doi.org/10.21125/iceri.2019.0451.

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Bulaquit, Randymax M. "Utilization of Facebook as a Supplemental Tool in Developing English Communication Skills: Basis for a Proposed Syllabus in Purposive Communication." In GLOCAL Conference on Asian Linguistic Anthropology 2019. The GLOCAL Unit, SOAS University of London, 2019. http://dx.doi.org/10.47298/cala2019.8-1.

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Most studies show that students use Facebook as a powerful tool for social interaction, and English language learning purposes. The study aimed to assess and present empirical data on the students’ perceptions on the acceptability and usage level of Facebook as a communication tool in developing English communication skills and to identify possible variables that could initiate programs on how students maximize study time in connection with Facebook’s usage. The majority of the respondents used Facebook daily in learning English reading, writing, listening and speaking. Respondents have moderately agreed that Facebook can be used as a supplemental tool in developing communication skills in reading, writing, and listening but slightly agreed on speaking. There was no significant difference in the extent of usage and the results of the communication skills test in reading, writing, listening and speaking. The correlation between perception and performance for listening skills was positively very weak while performance in writing and reading skills was positively weak. However, the correlation between perception and performance for speaking skills was negatively weak. Lastly, the majority of the respondents have encountered problems in using Facebook, such as in inappropriateness of comments, pictures, or videos posted on Facebook, slow Internet connection outside and within the university, and lack of security and validity of information.

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Kairiene, Aida. "The Relationship between English Language Skills and Learning Needs of Secondary School Students." In 14th International Scientific Conference "Rural Environment. Education. Personality. (REEP)". Latvia University of Life Sciences and Technologies. Faculty of Engineering. Institute of Education and Home Economics, 2021. http://dx.doi.org/10.22616/reep.2021.14.010.

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Students learn English with certain motives. Many students seek to improve their careers, others seek to gain confidence, and others plan to live abroad. Thus, the problematic question arises: how do English language skills and learning needs of secondary school students relate to each other? The research aim is to designate the relationship between English language skills and learning needs of secondary school students. The methods of descriptive statistics were used. The Spearman rank correlation coefficient was applied. Mostly the medium correlation and a weak correlation were dominated between English language skills and learning needs. The analysis disclosed that students give more priority to receptive skills ‒ reading and listening than to communicative - speaking and writing skills.

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Carrera Rivera, Abdon, Sofia Vasconez Miranda, Jonathan Samaniego Villarroel, and Amalín Mayorga Alban. "DEVELOPMENT OF AN AUGMENTED REALITY MOBILE APP FOR ENHANCING ENGLISH READING SKILLS." In 12th International Conference on Education and New Learning Technologies. IATED, 2020. http://dx.doi.org/10.21125/edulearn.2020.1232.

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Liu, Xianghu. "The Effectiveness of Using CALL Environment on Reading Skills of English Learners." In 3rd International Conference on Management Science, Education Technology, Arts, Social Science and Economics. Paris, France: Atlantis Press, 2015. http://dx.doi.org/10.2991/msetasse-15.2015.217.

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Vicente, Romero de Ávila Serrano, Sarai Diaz García, Laura Asensio Sánchez, Jose Antonio Lozano Galant, Amparo Moyano Enríquez de Salamanca, Rocío Porras Soriano, Elisa Poveda Bautista, et al. "Developing speaking competences in technical English for Spanish civil engineering students." In Third International Conference on Higher Education Advances. Valencia: Universitat Politècnica València, 2017. http://dx.doi.org/10.4995/head17.2017.5564.

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Traditionally, Spanish schools of civil engineering provide their students a class on “Technical English” in order to develop their language skills. However, this class does not cover all the skills that the student would need in the labor market and mainly focuses in the reading and writing skills, and in a lower degree in the speaking and listening ones. This paper proposes a series of innovative and informal training activities (cine-forum on technical civil engineering topics and role playing on real professional situations) that allow Spanish civil engineering students to develop English skills that can rarely be worked in the classroom (i.e. speaking, negotiating and conversing), encouraging debate, participation, and fostering their self-confidence to speak about technical-English topics in public. Although the students’ level of English is much lower than expected, they all agree on the importance of technical English for their future career. The results also show the students’ lack in skills that are difficult to train in regular classes (speaking and talking). Consequently, this situation would require to provide complementary activities like the ones suggested in this project in order to develop these skills and increase the students’ demand for engineering classes taught in English.

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Bhalloo, Insiya, Kai Leung, and Monika Molnar. "Well-established monolingual literacy predictors in bilinguals." In 11th International Conference of Experimental Linguistics. ExLing Society, 2020. http://dx.doi.org/10.36505/exling-2020/11/0013/000428.

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An important component of early reading intervention is effective literacy screening tools. Literacy precursor screening tools have been primarily developed for early identification and remediation of potential reading difficulties in monolingual Englishspeaking children, despite the significant proportion of bilingual children worldwide. This systematic literature review examines whether the precursor literacy skills commonly used in monolingual English-speaking children have been assessed and found to predict later reading skills in simultaneous bilingual children. Our findings demonstrate that the nine major literacy precursors identified in monolingual children also significantly correlate with reading performance in simultaneous bilingual children. These nine literacy precursors are phonological awareness, letter knowledge, serial recall, oral language comprehension, vocabulary, grammar, memory, non-verbal intelligence and word decoding.

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Reports on the topic "English reading skills"

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Matera, Carola. Incorporating Scaffolded Dialogic Reading Practice in Teacher Training: An Opportunity to Improve Instruction for Young Dual Language Learners in Transitional Kindergarten. Loyola Marymount University, 2015. http://dx.doi.org/10.15365/ceel.policy.4.

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Findings from a joint collaborative between the Center for Equity for English Learners (CEEL) at Loyola Marymount University and the Los Angeles Unified School District (LAUSD) to provide professional development and coaching to Transitional Kindergarten (TK) teachers on the Scaffolded Dialogic Reading (SDR) are presented in this policy brief. SDR is a method to enhance language skills through dialogue and research-based scaffolds between teachers and small groups of children mediated through repeated readings of storybooks. The purpose of this brief is to: 1) state the opportunity to ensure Dual Language Learner (DLL) support within California’s TK policy; 2) provide a synthesis of research findings; and 3) provide TK professional learning and policy recommendations that would allow for the inclusion of professional development on evidence-based practices purposefully integrated with DLL supports. Policy recommendations include: 1) utilize professional learning modules such as SDR in 24 ECE unit requirement for TK teachers; 2) include individuals with ECE and DLL expertise in the ECE Teacher Preparation Advisory Panel; and 3) allocate additional funds in the state budget for training on SDR, in-classroom support for TK teachers of DLLs, and evaluation of these efforts.

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