To further my knowledge of promising practices for teaching reading, writing, listening, and speaking skills to English to speakers of other languages (ESOL) students, I purchased this text.(That was more than 10 years ago.) I found it to be a quick read, user-friendly, and with helpful visuals (graphs, charts, pictures, comics, etc.) that made it engaging and kept my interest.Since then, I have taught the course Instruction and Assessment for English Language Learners to teachers many times and have used this book as one of the core texts for the course throughout the years. With each new edition, Peregoy and Boyle's book has been upgraded, making the new editions worth purchasing. The latest edition begins with a section about English language learners in school: how to get to know them, how cultural differences affect teaching them, how to ease them into routines, current policy trends, and types of programs that meet their needs.The next section delves into second language acquisition: language proficiency, theories, and processes. This leads into a discussion of classroom practices and how to develop oral language, writing, reading, vocabulary, and content area reading and writing skills. Some of the motivating activity ideas include the language experience approach, photo essays, and word wizards as well as many ways to incorporate technology (e.g., computer programs, websites, video making, films). The last section of the book provides methods for assessing students, while unveiling their specific needs, along with activities to build their English proficiency.At the end of each chapter, there are suggestions for further readings and activities, in case you want to learn more about certain

By featuring the stories of seven students, the authors of this article hope to prompt administrators and teachers to examine the literacy instruction in their schools and make practical changes to meet adolescents' needs. Concerned about these statistics that only 31% of the eighth‐grade students on the NAEP 2007 reading assessment performed on the proficient level or above, a university research team of educators conducted a multiple‐case study, creating a collection of snapshots of adolescent students' literacy needs, and compared their needs to the instruction the students received in their schools. From these seven cases, the team determined that all of the students needed comprehension instruction, then developed suggestions for some practical changes that schools could make to meet adolescents' needs and involve parents. بناء على الاهتمام بالإحصائيات التي تذكر أن 31% فقط من طلاب الصف الثامن أدى أداء على مستوى الكفاءة أو فوق ذلك على الاختبار القرائي عام 2007 التابع لبرنامج التقييم الوطني للتقدم التعليمي أجرى فريق بحثي من المعلمين دراسة متعددة الحالات نتجت عن مجموعة لقطات لحاجات الطلاب المراهقين في معرفة القراءة والكتابة وقارن حاجاتهم بالتعليم الذي تعرض الطلاب له في مدارسهم. ومن هذه الحالات السبعة استنتج الفريق أن كل الطلاب احتاجوا إلى تعليم الاستيعاب ثمة طرح اقتراحات لبعض التغييرات العملية التي قد تنفذها المدارس لسد حاجات المراهقين وإشغال الوالدين. 统计数字显示，在2007年美国国家教育进展评估的阅读评估中，第八年级的学生只有百分之三十一能够达到或超过熟练程度。一组大学教育工作研究人员注意到这问题，因而进行了一个多个案研究，收集有关青少年学生读写文化需要的资料，并把此学生需要与学生在学校所接受的教学作比较。该研究组根据七个个案研究，确定所有个案学生均需要阅读理解教学，并作出建议，让学校改变其教学实践，以切合青少年的教学需要及促进父母对其子女教育的参与。 Intéressée par la statistique selon laquelle seuls 31% des élèves de huitième année de l'évaluation de la NAEP de 2007 ont atteint ou dépassé le niveau de compétence, une équipe universitaire de recherches a effectué une étude de cas multiple, en constituant une collection d'instantanés sur ce dont ont besoin ces adolescents en littératie, puis a comparé ces besoins à l'enseignement qu'ils ont reçu dans leur école. Partant de ces sept cas, l'équipe a conclu que tous les élèves avaient besoin d'un enseignement de la compréhension, puis fait des suggestions d'ordre pratique que les écoles puissent mettre en œuvre afin de répondre aux besoins des adolescents et impliquer les parents. Оценка чтения, проведенная NAEP (Общенациональное оценивание процесса обучения) в 2007 году, показала, что только 31% восьмиклассников демонстрируют хорошие и отличные навыки. Группа университетских преподавателей, обеспокоенная такой статистикой, предприняла кейс‐исследование, сделав срез потребностей семи подростков в плане развития грамотности и сравнив эти потребности с тем обучением, которые они получают в школах. Полученные данные свидетельствуют о том, что всем им необходимо дополнительное обучение для лучшего понимания прочитанного. В статье представлены предложения исследователей: что можно изменить в практике школьного обучения, чтобы удовлетворить потребности подростков и привлечь родителей к учебному процессу. Preocupados por el hecho que sólo 31% de los estudiantes de oct...

Students from low‐socioeconomic areas participated in this multiple‐case study, which sought to unveil how they succeeded in developing literacy skills and academic success along with recommendations they had for future students. The students in this study received a full college scholarship through the Ron Brown Scholar Program, and as a result were able to attend various universities of their choice. After completing their Bachelors’ degrees, they filled out surveys and answered follow‐up interview questions to assist with this research project. In addition, the essays submitted to the scholarship program were reviewed to aid in triangulating the data. Thus the data collected were surveys, interviews, and scholarship essays. Data was coded to examine themes that emerged as well as similarities and differences between students. The results indicated that there were six main factors helping the students develop literacy skills and achieve academic success.

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