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How Direct, Explicit Instruction in Vocabulary, Reading, Writing, Listening, and Speaking about Grade Level Topics Using Grade Age-Appropriate Text Help English Language Learners (Ells) at The Secondary Level - Research Paper Example

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How Direct, Explicit Instruction in Vocabulary, Reading, Writing, Listening, and Speaking about Grade Level Topics Using Grade Age-Appropriate Text Help English Language Learners (Ells) at The Secondary Level

This study sought to explore explicit instruction in vocabulary, reading, Writing, listening, and speaking with a view to ascertain how speaking about Grade Level Topics Using Grade Age-Appropriate Text can help English Language Learners (Ells) at the Secondary level. The study employed a quantitative study method, in which six secondary English Language Learners were selected to be tested on the ability to decode grade level text. The outcomes were quite favorable as 5 out of 6 students realized an increase in their performances on the QRI comprehension portion. Additionally, the comprehension of students increased when an extra scaffold of the Venn diagram for given. In conclusion, the findings are that students find it more difficult dealing with expository text, and that explicit instruction in vocabulary, reading, Writing, listening, and speaking about Grade Level Topics Using Grade Age-Appropriate Text can help English Language Learners (Ells) at the Secondary level. ...Show more

Summary

In recent years, a large number of studies have hypothesized that fluency and automaticity would lead to the automatic comprehension of a text. These studies have also showed that explicit instruction in vocabulary is one of the issues that are currently occurring at different levels including secondary and primary level. …
Author : mclaughlinderic
How Direct, Explicit Instruction in Vocabulary, Reading, Writing, Listening, and Speaking about Grade Level Topics Using Grade Age-Appropriate Text Help English Language Learners (Ells) at The Secondary Level essay example
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