Collaborative Annotation to Support Students' Online Reading Skills

2021 ◽  
pp. 66-71
Author(s):  
Jamie Wood ◽  
Matt East ◽  
Hope Williard
Keyword(s):  
Reading Skills ◽  
Online Reading ◽  
Collaborative Annotation ◽  
Support Students

ESL/EFL Instructors’ Perceptions of the Efficacy of Online Reading Instruction

2016 ◽  
Vol 8 (4) ◽  
pp. 119
Author(s):  
Khalid Al-Seghayer
Keyword(s):  
Reading Instruction ◽  
Teaching And Learning ◽  
Reading Skills ◽  
New Technologies ◽  
Statistical Tests ◽  
Computer Integration ◽  
Online Reading ◽  
Convenience Sample ◽  
L2 Reading

<p>New technologies offer significant potential for teaching and learning L2 reading skills. Accordingly, this study examined ESL/EFL instructors’ perceptions of the usefulness and effectiveness of online reading in L2 reading instruction. A convenience sample of seventy male and female ESL/EFL instructors was selected, and the respondents completed a 24-item, researcher-constructed questionnaire and responded to open-ended questions. Descriptive and inferential statistical analysis, including means and standard deviations, as well as various statistical tests, such as paired t-tests and bootstrapped p-values, were used to assess the data. Results revealed that the participants held strong beliefs about the usefulness of online reading in improving the quality of L2 reading instruction and developing learners’ reading skills. A thorough discussion of these results is provided. These findings highlight significant practical, technical, and pedagogical implications for online L2 reading classrooms, particularly in terms of teacher training and practices of computer integration.</p>

scholarly journals Evaluation of an Online Reading Programme to Improve Pupils' Reading Skills in Primary Schools: Outcomes from Two Implementation Studies

2016 ◽  
Vol 18 (2) ◽  
Author(s):  
Richard C. Watkins ◽  
Amy Hulson-Jones ◽  
Emily Tyler ◽  
Michael Beverley ◽  
J Carl Hughes ◽  
...  
Keyword(s):  
Primary Schools ◽  
Reading Skills ◽  
Online Reading ◽  
Implementation Studies

Helping the General Education Team Support Students Who Use AAC

2012 ◽  
Vol 21 (3) ◽  
pp. 82-91 ◽  
Author(s):  
Carole Zangari
Keyword(s):  
Academic Achievement ◽  
General Education ◽  
Communication Skills ◽  
Communication Systems ◽  
General Education Teachers ◽  
Practice Opportunities ◽  
Support Students ◽  
Successful Students

Abstract To be successful, students who use AAC and attend general education classes require extensive supports and frequent practice with their communication systems. In this article, I explore the challenges faced by educational teams and discuss strategies for helping general education teachers, paraprofessionals, and others provide the AAC learning and practice opportunities these students need to maximize their communication skills and academic achievement.

Developing Evidence-Based Assessment to Prevent Over- or Underidentification of Disorders for New Language Learners

2020 ◽  
Vol 5 (4) ◽  
pp. 1026-1038
Author(s):  
Sandra Levey ◽  
Li-Rong Lilly Cheng ◽  
Diana Almodovar
Keyword(s):  
Language Learners ◽  
Grade Level ◽  
Reading Skills ◽  
Language Disorder ◽  
Academic Development ◽  
Review Article ◽  
Evidence Based ◽  
Clinical Knowledge ◽  
Language And Literacy ◽  
Support Evidence

Purpose The purpose of this review article is to present certain linguistic domains to consider in the assessment of children learning a new language. Speech-language pathologists frequently face difficulty when determining if a bilingual or multilingual child possesses a true speech or language disorder. Given the increased number of new language learners across the world, clinicians must understand differences versus disorders to prevent underidentification or overidentification of a disorder. Conclusions Early identification of a true disorder has been shown to prevent language and literacy difficulties, given that children are able to achieve grade-level reading skills when given intervention. Clinical knowledge and skills are strongly required so that children receive evidence-based assessment to support their academic development. Learning Goal Readers will gain an understanding of the factors that support evidence-based assessment of bilingual and multilingual language learners.

Working With Interpreters to Support Students Who Are English Language Learners

2016 ◽  
Vol 1 (16) ◽  
pp. 15-27 ◽  
Author(s):  
Henriette W. Langdon ◽  
Terry Irvine Saenz
Keyword(s):  
United States ◽  
English Language Learners ◽  
Language Learners ◽  
English Language ◽  
First Language ◽  
The United States ◽  
The Other ◽  
Primary Language ◽  
Second Best ◽  
Support Students

The number of English Language Learners (ELL) is increasing in all regions of the United States. Although the majority (71%) speak Spanish as their first language, the other 29% may speak one of as many as 100 or more different languages. In spite of an increasing number of speech-language pathologists (SLPs) who can provide bilingual services, the likelihood of a match between a given student's primary language and an SLP's is rather minimal. The second best option is to work with a trained language interpreter in the student's language. However, very frequently, this interpreter may be bilingual but not trained to do the job.

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