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Enabling the CCSS version of exemplary adolescent literacy.
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Rescooped by Lynnette Van Dyke from Metaglossia: The Translation World
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Figure It Out: A Reading Comprehension Lesson

Figure It Out: A Reading Comprehension Lesson | AdLit | Scoop.it

I’m a big fan of structuring lessons so that students can figure things out on their own. In the education world, what I am talking about is sometimes called the constructionist approach, sometimes called inquiry-based learning, sometimes called—well, whatever the name, lessons learned this way usually stick—and in the act of discovery, students are empowered as learners.

Here’s an example of what I mean: a reading comprehension lesson involving allusions—in this case, in the context of one of my favorite books, To Kill a Mockingbird. The goal is to show students how allusions enrich the meaning of a text—how to spot them, how to decode them, how to make meaning of what is frequently an analogy.


Via Charles Tiayon
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Rescooped by Lynnette Van Dyke from Metaglossia: The Translation World
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The Future of Reading and Writing is Collaborative | Spotlight on Digital Media and Learning

The Future of Reading and Writing is Collaborative | Spotlight on Digital Media and Learning | AdLit | Scoop.it
Spotlight covers the intersections of technology and education, going behind the research to show how digital media is used in and out of classrooms to expand learning.

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Rescooped by Lynnette Van Dyke from Metaglossia: The Translation World
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The role of oral language skills in reading and listening comprehension of text: a comparison of monolingual (L1) and bilingual (L2) speakers of English language - Babayiğit - 2012 - Journal of Res...

The role of oral language skills in reading and listening comprehension of text: a comparison of monolingual (L1) and bilingual (L2) speakers of English language - Babayiğit - 2012 - Journal of Res... | AdLit | Scoop.it

The study examined the role of oral language skills in reading comprehension and listening comprehension levels of 125 monolingual (L1) and bilingual (L2) English-speaking learners (M = 121.5 months, SD = 4.65) in England. All testing was conducted in English. The L1 learners outperformed their L2 peers on the measures of oral language and text comprehension, but the two groups performed at comparable levels on word-reading accuracy and speed. Oral language, indexed by vocabulary and morphosyntactic skills, emerged as the most powerful unique predictor of both reading and listening comprehension levels. Although there was a tendency of oral language to be more strongly related to L2 reading comprehension, its relationship with listening comprehension was comparable across the two language groups. Finally, individual differences in oral language skills emerged as the primary factor that explained the language group differences in text comprehension levels. Educational implications of these findings were discussed.


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