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LANGUAGE! Focus on English Learning Overview
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The six-step lesson structure incorporates
Bloom's Taxonomy and brain research that
supports student learning.
The
LANGUAGE! Six-Step Lesson
W
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At the very foundational level of reading difficulties, students may not have the
phonological skills to read fluently. Unremediated problems with fluent and accurate
word reading, in turn, erode comprehension.
(Archer, Gleason & Vachon, 2003; Shaywitz, 2004)
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Becoming a good reader requires rapid, fluent, and automatic decoding of
isolated words.
(Chard, Vaughn & Tyler, 2002)
Unit Words selected from:
· First 1000 (Edward Fry)
· Core Vocabulary (Andrew Biemiller)
· Academic Word List (Averil Coxhead)
· Second 1000 Words of the General Service List (Paul Nation)
Comprehension Skills
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There is direct evidence of the strong relationship between vocabulary comprehension
and the ability to read at higher readability levels; thus, to a considerable degree,
vocabulary knowledge determines language comprehension and literacy.
(Biemiller, 1999)
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Poor readers often lack experience with complex syntax in text and are unskilled in
manipulation of sentence structure in writing, and consequently miscomprehend
complex sentences.
(Nippold, 1998)
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Students are able to learn higher-order reasoning skills when teachers model, discuss,
and connect what students already know with what they need to know through careful
questioning that leads to both factual and inferential interpretations of text.
(Pressley & Wharton-McDonald, 1997; Williams, 1998)
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"Researchers know that reading and writing often draw from the same pool of
background knowledge--for example, a general understanding of the attributes of
texts. At the same time, however, writing differs from reading. While readers form
a mental representation of thoughts written by someone else, writers formulate
their own thoughts, organize them, and create a written record of them using the
conventions of spelling and grammar."
"...writing is a means of extending and deepening students' knowledge; it acts as a
tool for learning subject matter..."
From Writing Next, pages 89.