Reading to learn for ELs : motivation practices and comprehension strategies for informational texts / Ana M. Taboada Barber.

Format:

Book

Author/Creator:

Taboada Barber, Ana, author.

Series:

Research-informed classroom series

The Research-Informed classroom

Language:

English

Subjects (All):

English language--Study and teaching--Foreign speakers.

English language.

Reading comprehension--Study and teaching.

Reading comprehension.

Physical Description:

xxviii, 164 pages : illustrations ; 24 cm.

Place of Publication:

Portsmouth, NH : Heinemann, [2016]

Summary:

Gaining knowledge from informational texts is an essential academic skill. Yet for too many English Learners, this skill is not developed sufficiently and as they move from elementary into middle school, the reading gap becomes a knowledge gap. This doesn't have to happen, researcher Ana Taboada Barber explains, if we support ELs' reading of informational texts by pairing motivation practices with explicit reading comprehension strategy instruction. Taboada Barber shows us that "When we make motivation part of reading instruction, we show ELs that education is about identity and agency; we acknowledge who they are right now and invite them to grow through and by reading. The comprehension strategies and motivational practices discussed in this book help us identify tools to use with informational texts that foster curiosity rather than frustration." In Reading to Learn for ELs, Taboada Barber provides models of her instructional framework for reading informational texts so that reading teachers, content-area teachers, and ESL teachers alike can take on the work of teaching English Learners how to succeed and gain knowledge through reading informational texts. Book jacket.

Contents:

Motivation practices: Why the desire to know matters

Understanding how ELs acquire new knowledge

Background knowledge and self-efficacy: Feeling competent about what I know and can do

Vocabulary learning and knowledge goals: Developing the language of experts

Determining importance: Main ideas and topic relevance

Text-based questioning and autonomy: Wanting to know more

Monitoring comprehension and collaborating: Determining what we know

When the EL label no longer feels like a barrier.

Notes:

Includes bibliographical references (pages 142-160) and index.

ISBN:

9780325062518

032506251X

OCLC:

936006199