ELL Instruction Why reading comprehension skills are particularly important for ELLs ELL students will still need a lot of vocabulary development and teaching of comprehension strategies even if they: Here is a way of thinking about the support your ELLs will need: Steps for explicitly teaching comprehension skills The following steps are useful for all students.
In the following scenes she appears to pinch, swipe and prod the pages of paper magazines as though they too were screens. When nothing happens, she pushes against her leg, confirming that her finger works just fine—or so a title card would have us believe.
Reading/writing articles his daughter really did expect the paper magazines to respond the same way an iPad would. Or maybe she had no expectations at all—maybe she just wanted to touch the magazines. Young children who reading/writing articles never seen a tablet like the iPad or an e-reader like the Kindle will still reach out and run their fingers across the pages of a paper book; they will jab at an illustration they like; heck, they will even taste the corner of a book.
Today's so-called digital natives still interact with a mix of paper magazines and books, as well as tablets, smartphones and e-readers; using one kind of technology does not preclude them from understanding another.
Nevertheless, the video brings into focus an important question: How exactly does the technology we use to read change the way we read? How reading on screens differs from reading on paper is relevant not just to the youngest among usbut to just about everyone who reads—to anyone who routinely switches between working long hours in front of a computer at reading/writing articles office and leisurely reading paper magazines and books at home; to people who have embraced e-readers for their convenience and portability, but admit that for some reason they still prefer reading on paper; and to those who have already vowed to forgo tree pulp entirely.
As digital texts and technologies become more prevalent, we gain new and more mobile ways of reading—but are we still reading as attentively and thoroughly? How do our brains respond differently to onscreen text than to words on paper?
Should we be worried about dividing our attention between pixels and ink or is the validity of such concerns paper-thin?
Since at least the s researchers in many different fields—including psychology, computer engineering, and library and information science—have investigated such questions in more than one hundred published studies. The matter is by no means settled. Before most studies concluded that people read slower, less accurately and less comprehensively on screens than on paper.
Studies published since the early showever, have produced more inconsistent results: And recent surveys suggest that although most people still prefer paper—especially when reading intensively—attitudes are changing as tablets and e-reading technology improve and reading digital books for facts and fun becomes more common.
Even so, evidence from laboratory experimentspolls and consumer reports indicates that modern screens and e-readers fail to adequately recreate certain tactile experiences of reading on paper that many people miss and, more importantly, prevent people from navigating long texts in an intuitive and satisfying way.
In turn, such navigational difficulties may subtly inhibit reading comprehension. Compared with paper, screens may also drain more of our mental resources while we are reading and make it a little harder to remember what we read when we are done. A parallel line of research focuses on people's attitudes toward different kinds of media.
Whether they realize it or not, many people approach computers and tablets with a state of mind less conducive to learning than the one they bring to paper.
I would like to preserve the absolute best of older forms, but know when to use the new. We often think of reading as a cerebral activity concerned with the abstract—with thoughts and ideas, tone and themes, metaphors and motifs.
As far as our brains are concerned, however, text is a tangible part of the physical world we inhabit. In fact, the brain essentially regards letters as physical objects because it does not really have another way of understanding them.
As Wolf explains in her book Proust and the Squid, we are not born with brain circuits dedicated to reading. After all, we did not invent writing until relatively recently in our evolutionary history, around the fourth millennium B.
So the human brain improvises a brand-new circuit for reading by weaving together various regions of neural tissue devoted to other abilities, such as spoken language, motor coordination and vision.
Some of these repurposed brain regions are specialized for object recognition —they are networks of neurons that help us instantly distinguish an apple from an orange, for example, yet classify both as fruit.
Just as we learn that certain features—roundness, a twiggy stem, smooth skin—characterize an apple, we learn to recognize each letter by its particular arrangement of lines, curves and hollow spaces.
Some of the earliest forms of writing, such as Sumerian cuneiformbegan as characters shaped like the objects they represented —a person's head, an ear of barley, a fish.
Some researchers see traces of these origins in modern alphabets: C as crescent moon, S as snake. Especially intricate characters—such as Chinese hanzi and Japanese kanji —activate motor regions in the brain involved in forming those characters on paper: The brain literally goes through the motions of writing when reading, even if the hands are empty.
Researchers recently discovered that the same thing happens in a milder way when some people read cursive. Beyond treating individual letters as physical objects, the human brain may also perceive a text in its entirety as a kind of physical landscape.
When we read, we construct a mental representation of the text in which meaning is anchored to structure. The exact nature of such representations remains unclear, but they are likely similar to the mental maps we create of terrain—such as mountains and trails—and of man-made physical spaces, such as apartments and offices.
Both anecdotally and in published studiespeople report that when trying to locate a particular piece of written information they often remember where in the text it appeared.The Reading Test focuses on the skills and knowledge at the heart of education: the stuff you’ve been learning in high school, the stuff you’ll need to succeed in college.
It’s about how you take in, think about, and use information. Reading & Writing Article Have a Seuss-tast ic day From zany characters to rhyming and rhythm to the word play that builds comprehension for beginning readers, Dr. Seuss is a true classic. Reading, Writing, and Learning in ESL: A Resource Book, Student Value Edition (6th Edition) [Suzanne F.
Peregoy, Owen F. Boyle] on arteensevilla.com *FREE* shipping on qualifying offers. In this comprehensive, accessible guide, pre- and in-service K teachers get a firm understanding of the essential topics of first and second language .
After reading each passage or pair, choose the best answer to each question based on what is stated or implied in the passage or passages and in any accompanying graphics (such as a table or graph).
As China’s paramount leader extends his influence over the government and public life, his signature political philosophy is becoming standard fare in the country’s classrooms. Reading, writing and converting RSA keys in PEM, DER, PUBLICKEYBLOB and PRIVATEKEYBLOB formats.