“English Learners Reading English” By Suzanne Peregoy

General reading strategies Read with purpose Read with purpose Activate prior knowledge Activate prior knowledge Decode words Decode words Interpret words and structures in context Interpret words and structures in context Use familiarity with genre to construct meaning Use familiarity with genre to construct meaning Monitor understanding throughout reading process Monitor understanding throughout reading process

Reading in L2 Limited L2 proficiency Limited L2 proficiency Background knowledge Background knowledge Familiarity with text structure; L1 literacy Familiarity with text structure; L1 literacy Phonemic awareness Phonemic awareness –“The essential question is not whether students should be taught sound/symbol correspondences but rather how these should be taught” (p. 4) Familiarity with the “decoding” process Familiarity with the “decoding” process

Minimal L1 literacy Determine cause Determine cause –Insufficient schooling –Impairment/ developmental issue Expose learner to purpose of written language Expose learner to purpose of written language –Elementary written forms: age appropriate?

Paucity of research L2 reading research mostly conducted on high school or college level learners L2 reading research mostly conducted on high school or college level learners Beginning English reading acquisition has in effect not been researched Beginning English reading acquisition has in effect not been researched Instructional practices have to take a balanced approach until the research can provide a better framework Instructional practices have to take a balanced approach until the research can provide a better framework

Beginning readers Importance of understanding meaning and purpose of text Importance of understanding meaning and purpose of text –Read aloud –Word recognition »Sight words »Sound/ symbol correspondence –Repetition Make activities age appropriate Make activities age appropriate

Intermediate readers Pre-reading: Pre-reading: –Purpose –Vocabulary –Brainstorming/ predicting Reading: Reading: –Begin by reading (aloud) with class –Guide students, checking for comprehension at predetermined intervals Post-reading: Post-reading: –Mapping, dramatization, story completion, etc.

“ For L2 learners, every lesson is a potential language learning opportunity, and must be structured as such” (p.8)