Linking Reading Comprehension Instruction to Language Development for Language-Minority Students

摘要: Developing oral language proficiency in language-minority students often takes precedence over reading comprehension despite suggestions, from research, to the contrary. In this article we explore use of instruction develop students. The is an outcome our work on collaborative classrooms with a high percentage grades 1-8. On basis classroom observations, analyses videotapes literacy teaching, conversations teachers and administrators, demonstration lessons, identified 6 teachable abilities that could be developed increase both development. These include English-language flexibility, abstract less imageable basic vocabulary, consideration larger contexts, determination important unimportant aspects text, elaboration responses, engagement natural conversations. A discussi...