National Reading Summer Institute, hosted by the U.S. Department of Education
Associate Professor Penny Collins presented at the National Reading Summer Institute, hosted by the U.S. Department of Education in July. Dr. Collins’ first presentation was entitled “Development and Assessment of ELLs Early Literacy Skills;” the second was entitled “Vocabulary: Instructional Accommodations for ELLs.”
The conference, which is in support of Reading First, was attended by more than 3,000 teachers and administrators representing all 50 states.
Abstract: Development and Assessment of ELLs Early Literacy Skills
How do ELLs learn to read? Do ELL students use the same strategies and skills when they first learn to read? If an ELL student is struggling when learning to read, do the problems reflect difficulties in learning English or in learning to read? This session explores how ELL students develop literacy skills in English in the primary grades. We examine evidence-based means of assessing ELL students’ beginning reading skills, monitoring student progress, and determining who requires additional intervention to prevent reading failure.
Abstract: Vocabulary: Instructional Accommodations for ELLs
The low achievement of ELL students on national and state tests may be considered a result of the language gap between ELL students and native English speakers. ELLs typically know fewer English words with less depth than native English speaker. The limited breadth and depth of word knowledge can interfere with reading comprehension and academic achievement. High quality instruction can help build ELL students’ English vocabulary. This session explores evidence-based practices for promoting ELL students’ vocabulary, examining issues such as which words to teach, methods and strategies for promoting English vocabulary development, and instructional grouping.
