Finally! A new and different guide to creating successful literacy programs for English language learners!
Teaching Reading to English Language Learners: Differentiated Literacies is a unique text that stresses meaning and relevance as the basis for all instructional activities and strategies for reading and writing instruction to be effective for culturally and linguistically diverse (CLD) students. Respected authors Herrera, Perez and Escamilla argue that if meaning is at the center, it is not necessary to delay literacy instruction in English while students are learning to understand and speak the language.
Practical and research-based, Teaching Reading to English Language Learners: Differentiated Literacies is organized around the major findings from the National Reading Panel Report and addresses a critical national need for teachers to have new and better information on addressing the literacy needs of ELLs. Eloquently, the authors tackle the need to move the field beyond the current ‘one size fits all’ paradigm and toward a broader view of how to create meaningful, relevant, and effective literacy programs for CLD students.
Features of the book:
Outstanding Endorsements for Teaching Reading to English Language Learners:
"I think this book is superb. The concepts are appropriately balanced between language acquisition and reading development in the capacity of best practice. The Critical Considerations before the content of the chapters is excellent and develops logically. I like that focus. The classroom scenarios presented throughout the book create an authentic picture of what it is like to have an EL in your classroom." - Cheryl A. Slattery, Shippensburg University
"Strategies in action and samples of student work are very positive features of this text — the kinds of features that will make the text accessible to pre- and in-service teachers Games and activities throughout are excellent. Scenarios, Key Theories and Concepts, end-of-chapter questions and other tools are very helpful." - Kimberley Kreicker, Emporia State University