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Ap English Textbook Chapter 2 Summary

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Read Textbook Chapter 7. Weekly Papers - 3 Questions Reflection Questions:
1. How can Cambournes conditions of learning be used to help teachers create an environment that promotes the authentic use of oral and written language? According to Cambourne (1988), children obtain early oral and written language most easily when certain conditions are present in their environment (school and home), and these conditions can be used by teachers to help their students to develop language and literacy skills:
- Immersion: students need to be surrounded by rich with learning and language environment (charts, posters, learning centers)
- Demonstration: students need to observe occurring learning (teachers’ modeling)
- Engagement: students …show more content…

Oral language include a few areas, such as: phonology that includes the system of sounds within a language; phonemic awareness is the most complex level of phonological awareness and include blending, segmenting, manipulating sounds; semantics (developing expressive and receptive vocabulary); syntax (set of rules to follow to combine words and phrases into sentences, and sentences into paragraphs); morphology (focuses on the smallest units within a word, and rules how to form words); discourse (oral and written …show more content…

L., & McKeown, M. G. (2007). Increasing young low-income children’s oral vocabulary repertoires through rich and focused instruction. The Elementary School Journal, 107, 251–271.

Biemiller, A. (1999). Language and Reading Success. Brookline, MA: Brookline Books

Cain, K., & Oakhill, J. (Eds.), (2007). Children’s comprehension problems in oral and written language. New York: Guilford.

Catts, H. W., Fey, M. E., Zhang, X., & Tomblin, J. B. (2001). Estimating the risk of future reading difficulties in kindergarten children: A research-based model and its clinical implementation. Language, Speech, and Hearing Services in Schools, 32, 38–50.

Fielding, L., Kerr, N., & Rosier, P. (2007). Annual Growth for all students, Catch-Up Growth for those who are behind. Kennewick, WA: The New Foundation Press, Inc.

Foorman, B. R., & Torgesen, J. K. (2001). Critical elements of classroom and small-group instruction promote reading success in all children. Learning Disabilities Research & Practice, 16, 203–212.

Francis, D. J., Rivera, M., Lesaux, N., Kieffer, M., and Rivera, H. (2006). Practical guidelines for the education of English language learners: Research‐based recommendations for instruction and academic interventions. Center on

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Chapter 1 starts with describing how much the U.S has changed when it comes to teaching students that don’t speak English as their first language. It gives three setting: first language classrooms, bilingual classrooms and english-language classrooms. First language is where is where all interactions is in the primary language of the students, bilingual is a classroom taught in both english and the student(s) main language while english-language classrooms are classrooms in all English. For language is to learned a child has to understand/know words, sounds, grammar, discourse and pragmatics of the lanuage. The chapter later gets into how children can quickly begin to understand 2 languages if exposed early.

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“Helen” is a sweet, compliant second grade child. She is currently on Tier 3 in the Response to Intervention (RTI) process with very little progress. “Determine students' initial knowledge and skill, their need for successively more intensive levels of instruction, and to gauge their response to the intervention provided” (Linan-Thompson, 2010). She presents with academic concerns in all academic areas with particular concern in the areas of reading and writing. These concerns require further consideration of interventions including possible special education evaluation.

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Reading First initiative provides proven methods of insurances and scientific based research that help guide children to learn to read. Reading First provides assistance

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A language-rich environment forms the foundation on which reading skills are built, including; decoding, fluency, vocabulary and understanding. A child’s vocabulary development will grow if they are part of a rich language environment and if they are regularly exposed to increasingly challenging texts. A child’s vocabulary skills can be measured by their understanding of words and expressive vocabulary words. If a child does not have a wide vocabulary then they will not be able to read

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In result, every morning during morning work, I pull each of these selected students individually to my table and go over their personal flashcards to help them them learn the sight words they need to succeed and catch up with the rest of their class and grade. Some of the students I see have trouble with reading fluently and smoothly. For these students they also have papers that have reading selections in them. Children from low-income families hear, on average, 13 million words by age 4. In middle-class families, children hear about 26 million words during that same time period.

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Lesaux and Harris (2003) examined several researches that focused on English language learners (ELLs) with reading difficulties. At least 80% of teacher referrals for special education are for students that have trouble in reading, which is a huge issue regarding ELL students (Snow et al., 1998, p.40). This is because teacher’s indecisiveness to distinguish younger ELL students who are in danger of reading difficulties, despite proof of risk factors that were determined by using measures for early literacy detection. For instance, ELLs who exhibited shortcoming in sound recognition and structure are unlikely to be associated for being at risk for LD. It is only afterwards when student fail to meet academic expectations are they referred to additional services and special educational services.

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Through daily, explicit, and systematic instruction, the project targeted to improve preschoolers’ oral language skills, phonological awareness, print awareness, and alphabet knowledge that coordinated with the existing curriculum of the local school district. The study included monthly full-day workshops, weekly literacy coaching, and a 4-day summer institute for teachers and assistants. These courses addressed fundamental knowledge about early literacy development, classroom design and instructional strategies, assessment, special needs (developmental delays and English language learning), and family involvement. Child-level outcomes assessing early literacy and language skills included Peabody Picture Vocabulary Test, 4th edition—PPVT-IV, Phonological Awareness Literacy Screening—PALS-PreK, and Test of Preschool Early Literacy—TOPEL (Xu et al., 2014). Children’s early language/literacy skills were measured at two time points, once at the beginning of the spring semester and once at the end of the spring semester.

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As an educator passionate about literacy and supporting at-risk students, I draw inspiration from my childhood struggles with learning to read. Throughout my K-12 experience, I was that struggling reader and only became motivated to read and write more fluently after finding books that interested me and working closely with a teacher who did not allow me to give up on myself and my goals. My initial pursuit of elementary and special education gave me a unique perspective on education from both lenses. Throughout my teaching career, I have sought to implement and embrace the best approach to literacy instruction and intervention for my students. While teaching special education at a public school on the south side of Chicago, I discovered my aspiration to become a reading specialist during my time in the Wilson Reading System (WRS) Level 1 practicum.

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Reading is an essential life skill. The ultimate goal of reading is to comprehend and make meaningful connections with text. Therefore, the development of skills needed for reading begins at an early age and progresses through stages into adulthood (Chall, 1996). Within the early stages of reading development, children begin learning and acquiring these specific skills. Moreover, many of the skills learned during early childhood are constrained skills.

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Oral Language is when the language is spoken to express ideas, thoughts and even emotion. Before a child learns to read, the child begins to speak and connect through saying the words aloud. With that in mind, a child can identify and connect the words on the page to the picture that appears through their mind base on the concept of oral language. Oral language goes beyond the classroom walls because it starts from the words, saying and ideas that they’ve personally heard and experienced through their life. Therefore, many educators test their students on their Oral Language abilities, and Oral Language is comprised of Phonology, Semantics, Grammar, Morphology, Pragmatics, and Discourse.

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In the article Preventive Screening for Early Readers: Predictive Validity of the Dynamic Indicators of Basic Early Literacy Skills (DIBELS), the authors discuss how the assessment of children’s “early literacy skills can help schools promote beginning reading success for all children by improving instruction and intervention through early identification and monitoring response to intervention efforts”(p. 539). Because it has been shown that phonemic awareness and alphabetic knowledge in the early grades are strong predictors of success in acquiring beginning reading skills, the authors believe that students need to be assessed regularly through assessments such as DIBELS which can be used for screening, progress monitoring, diagnosis, and measuring student outcomes (p. 540). By screening children at risk for experiencing reading difficulties, schools can give these students additional instruction or intervention services. Assessing students often in multiple forms is important as it gives teachers progress-monitoring data that shows them whether or not instruction and or interventions are working. When it is found that a student is not progressing through current instruction, the child may be referred for a diagnostic assessments (p. 540).

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Current research in the area of reading supports the idea that many reading difficulties stem from a child’s deficits in phonological processing or awareness. There is some indication that, in addition to reading, students with specific learning disabilities (or a clinic’s diagnosis of “dyslexia”) may also experience difficulty with written language and other language related areas. For example, some children have difficulty with phonological awareness, verbal memory, and rapid naming ability.

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One way in which to shape students into independent readers would be training educators in early childhood literacy. The more they know about what they are doing, the better they can teach it to others. Early childhood literacy is vital to development because between birth and age five is when the brain retains the most information.

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Oral language is an important and necessary cognitive developmental step in literacy. People, children as well as adults, adults use oral language on a daily basis. People use oral language as their primary form of communication. Children learn oral language before they learn written language. According to our text book, “Teaching Children to Read: The Teacher Makes the Difference” by Reutzel and Cooter there are four oral language developmental theories.

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