What special comprehension strategies do bilingual readers use? How might you make use of those strategies in teaching a group of English Language Learners (ELLs)?
What will be an ideal response?
Bilingual students who have recently learned to speak English will face many more unknown words than their English-speaking peers. But they often possess a unique repertoire of strategies. They seem to be more metacognitively aware, due to connecting with a new language on an abstract level as an object of study. They seem to more readily notice problems in word recognition or comprehension. And while using the same strategies (predicting, inferencing, monitoring, etc.) as their peers, they also use others, such as translating from one language to another and transferring information learned in one language to another.
Student answers will vary concerning how they will use these strategies, but overall they will help with word-attack, word recognition, vocabulary building, and comprehension.
You might also like to view...
Answer the following statement(s) true (T) or false (F)
The great person approach stresses that leaders' traits are learned
Most children who have AD, in contrast to those who have AS, begin to speak :
a. early and develop speech at a fairly quick rate b. fluently and carefully c. late and develop speech at a slower rate d. late and at a rapid rate e. none of the above
Baseline includes:
A.Adaptation data B.Repeated measures of the behavior as it typically occurs taken prior to intervention C.Repeated measures of the behavior as it typically occurs taken after intervention D.Both a and
Identify the organizational rules of spoken language.
What will be an ideal response?