While reading the article by Graves et. al. (2017), it touched quickly on English learners and building their English vocabularies. For these English learners, and even all other students, "vocabulary knowledge is a powerful factor underlying reading proficiency and influences both word recognition and comprehension" (Graves et. al., 2017, p. 533). This also related to our topic on fluency, where we learned about the importance of automaticity and how quickly recognizing words without having to work to decode them can help students read faster and preserve cognitive energy that can then be used to comprehend what is being read (Rasinski, 2014). This is important to note for ELs because word recognition will not only help expand their vocabulary, but also aid in their fluency and comprehension.
Additionally, Graves et. al. (2017) found through their study comparing their Word Learning Strategies to a control group that "the WLS group made substantial gains, whereas the control group made virtually none, and English learners made larger gains than English-only students" (p.535). While I had expected a positive outcome from the incorporation of WLS in the classroom curriculum, I was not expecting such a significant larger effect for those learning to speak English. I think that perhaps part of the reason for this is one of the focuses of the WLS curriculum and how it is taught. For example, the curriculum focuses on teaching the strategy of using word parts such as prefixes (Graves et. al., 2017). Many prefixes can be derived from other languages, and therefore ELs are able to build on their previous understanding from their native language to decode English. Additionally, I think the incorporation of slowly increasing the students responsibility of using strategies also can greatly help ELs. I think that this method of instruction helps build confidence within the students, creating and increasing motivation to learn more and employ more strategies.
References
Graves, M. F., Schneider, S., & Ringstaff, C. (2017). Empowering students with word-learning strategies: Teach a child to fish. The Reading Teacher, 71(5), 533–543. https://doi.org/10.1002/trtr.1644
Rasinski, T. (2014). Fluency matters. International Electronic Journal of Elementary Education, 7(1), 3–12.
This was a fair summary of the article we read Adeline. Would like to hear more about what this means to you as you think about teaching your future students.
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