65 Birmingham road
Student number JOR010HS / S28787
Level of English proficiency / Educational background
Factors foe ELs
Motivation / Primary language
• How well developed students vocabulary is affects how much comprehended during reading. • Social language v. academic language: (i.e. a student may have vocabulary for communication skills but may not have the academic vocabulary needed for rigorous secondary content instruction).
• Prior or background knowledge or experience of topic gives advantages when reading about it. • Extensive educational background in native country can be a strong indicator that student will acquire, and learn to read in English, with more ease.
Level of English proficiency
• Early intermediate
• Early advanced
Typically a student at a higher level of proficiency, picks up reading in a second language with more ease.
How well development literacy skills are in primary language affect reading in second language (e.g. educated ELs don’t have to relearn to read; they just have to learn to read English. While ELs that cannot read in first language, have a more difficult time). Linguistic differences between primary language and English (e.g. if EL already uses roman alphabet, and reads left to right, it is usually a smoother transition).
How necessary is it for the individual to learn the language ? What is the personal importance (e.g. social importance, work related etc).
Children's attitudes toward reading are getting little attention in developing children's literacy ability. This article analyzes the factors that influence children's positive attitudes toward reading: children's personal experiences in reading, children's confidence in reading, parents' attitudes toward reading, and teachers' ways of teaching reading. Suggestions are provided about how to cultivate children's positive attitudes toward reading. Children's literacy development has attracted the attention of teachers, researchers, parents, and society, not only because of what has been termed the "literacy crisis", but also because children's literacy development determines children's future success in reading and writing. Researchers and teachers have explored the problem from various aspects, such as teaching methods (Eldredge, 1991; Mckenna, Stratton, Grindler, & Jenkins, 1995; Morrow, 1992), classroom environments (Grambell, 1996; Reutzel & Wolfersbersger, 1996), family involvement (Danielson, 1997; Thornburg, 1993), and community and societal environment (Noll, 1998). Different results have been found and suggestions given to help to develop children's literacy in and out of school.
Five-year-old Levi is listening to his teacher read Why Epossumondas Has No Hair on His Tail (Salley, 2004). This richly woven and engaging tale includes several unfamiliar words, like "lollygagging," "skedaddle," and "persimmon." It also contains phrases that Levi has never heard before, including "my sweet little pattootie" and "no sirree." Because the art and text so beautifully express the joy of eating a persimmon, Levi asks questions about the fruit once the teacher has finished the story. The next day, the teacher brings several persimmons to class. As the children examine them, cut them, and taste them, they recall the events in the story, sing the song that is part of the story, and remember such rich descriptive terms as "powder-puff tails." Later, in the art area, Levi draws a sketch of a persimmon and tries to write the word, coming up with "PRSMN." The children ask to sing the song about persimmons for the next several days. The teacher suggests that...