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Language flexibility and proficiency vary across learners, creating challenging planning needs for instruction. Research in second-language acquisition highlights academic language development, including CALPS, with vocabulary and comprehension as central components. Teacher read-alouds offer frequent opportunities to enhance literacy by integrating effective vocabulary practices, supporting comprehension through background knowledge, and encouraging oral responses and student conversations aligned with text concepts.",{"@graph":69,"@context":122},[70,84,105],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":15,"@type":76,"position":81},"https://docshare.wps.com/document/literature/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/storybook-reading-improving-vocabulary-and-comprehension-for-english-language-learners/418413/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/storybook-reading-improving-vocabulary-and-comprehension-for-english-language-learners/418413.png","ImageObject",300,407,{"name":92,"@type":93},"Alex Sinclair","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-10-31","2026-09-28",true,{"@type":102,"interactionType":103,"userInteractionCount":44},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"How do teacher read-alouds help English-language learners develop vocabulary and comprehension?","Question",{"text":112,"@type":113},"Read-alouds create frequent opportunities to strengthen literacy by integrating structured vocabulary development practices and focusing discussions on comprehension. This support becomes more powerful over the school year as students learn new words and discuss texts in relation to experiences.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"What are CALPS and why are they important for ELL success?",{"text":117,"@type":113},"CALPS refers to Cognitive Academic Language Proficiency Skills, including comprehending and using academic language for varied purposes. Vocabulary and comprehension are central elements of academic language development for English-language learners.",{"name":119,"@type":110,"acceptedAnswer":120},"What teaching practices are highlighted to support ELL vocabulary and comprehension?",{"text":121,"@type":113},"The literature emphasizes activating and using students’ background knowledge, using culturally relevant texts tied to learners’ life experiences, and giving opportunities for students to respond orally to texts and engage in conversations related to text content.","https://schema.org",{"og:url":83,"og:type":124,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":126,"canonical":83},"index,follow",{"doc_id":128,"site_id":62},418413,1790966094,{"code":4,"msg":5,"data":131},{"doc_id":128,"user_id":132,"nickname":92,"user_avatar":133,"doc_module":4,"category_id":14,"category_name":15,"doc_title":65,"doc_description":67,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":44,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":139,"language":140,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":141,"faqs":142,"seo_title":143,"seo_description":67,"update_tm":144,"read_time":145},1099523882182,"https://ap-avatar.wpscdn.com/davatar_6f874abed73319feea01a86fa6f0fab8","# Storybook reading:Improvingvocabulary and comprehensionfor English-language learners\n\nTeachers can use this strategy tosystematically build the vocabulary andcomprehension skills of primary-gradeEnglish-language learners through dailyread-alouds.  \nlanguage flexibility,and language proficiency ofeach learner varies considerably(Au,1993;Grabe,1991)and influences learning and instruction.Thus,teachers are faced with the challenging de-mands of planning instruction geared toward thishighly diverse group of language learners.  \n# Vocabulary,comprehension,and ELLs\n\nResearchers in the field of second-languageacquisition have repeatedly stressed the need forinstruction that addresses not only the social lan-guage needs of these students but also the aca-demic,cognitive,and language development thatis critical to success in schools,especially in lightof current accountability standards and standard-ized assessments(August &Hakuta,1997;Cummins,1994;Fitzgerald,1995).Of particularimportance for the academic success of English-language learners are what Cummins described asCognitive Academic Language Proficiency Skills,or CALPS.These include skills associated withcomprehending and using academic language inits various forms,for a variety of purposes,whileincorporating multiple and varied language struc-tures.Central to academic language developmentare the related elements of vocabulary andcomprehension.  \nA student's level of vocabulary knowledge hasbeen shown to be an important predictor of read-ing ability(fluency)and reading comprehension  \nTn the last five years,considerable emphasis hasbeen placed on improving instruction and edu-Lcational outcomes for struggling readers.Several reports have synthesized extant researchfindings in the area of early literacy and providedguidelines for researchers and practitioners withregard to essential elements of effective programsfor comprehensive literacy skill development(National Institute of Child Health and HumanDevelopment,2000;Snow,2002;Snow,Burns,&Griffin,1998).  \nHowever,very little discussion in these reportshas addressed how to use teacher read-alouds asan effective practice for enhancing two of the criti-cal components of reading instruction:vocabularyand comprehension.Furthermore,practices associ-ated with improving reading outcomes for English-language learners(ELLs)have not been addressedwithin these reports.  \nEnglish-language learners are one of thelargest groups of students who struggle with liter-acy in general and vocabulary and comprehensionin particular.Often,the language experience andskills of ELLs are heterogeneous.The prior knowl-edge,home literacy practices,language skill,  \nO 0o0000G  \nresponses with regard to vocabulary,structure,and use(Anderson&Roit,1998;Au,1993).  \nfor English-language learners(Grabe,1991;McLaughlin,1987).Other specific areas of lan-guage and literacy competency critical to English-language learners'development of language andcomprehension skills include,but are not limitedto,the development of increased flexibility ofEnglish-language use;learning words(vocabu-lary)in context;determination of importance andunimportance of text events and details;opportu-nities to respond orally to texts in more skillfulways;and encouraging student conversations re-lated to text(Anderson &Roit,1998;Au,1993).Arguing that these competencies are critical butoften neglected in language and literacy instruc-tion for ELLs,Anderson and Roit contended thatthe development of these competencies will leadnot only to increased skill in areas of comprehen-sion but also to more highly developed oral lan-guage proficiency.  \n·Using culturally relevant texts as well asthose that incorporate aspects of students'lifeexperiences to draw upon prior knowledgeto promote comprehension and retention oftext concepts and new vocabulary(Barrera,1992;De León &Medina,1998;Trueba,1988).  \nTeacher read-alouds are perhaps the most con-sistent activity used by classroom teachers that pro-vides freq","cbCaiqvm7rlsx3lq","https://ap.wps.com/l/cbCaiqvm7rlsx3lq","pdf",786471,12,"English","# Storybook reading: Improving vocabulary and comprehension for English-language learners\n## Vocabulary, comprehension, and ELLs\n## Teacher read-alouds for vocabulary and comprehension\n## Supporting practices for ELLs","[{\"question\":\"How do teacher read-alouds help English-language learners develop vocabulary and comprehension?\",\"answer\":\"Read-alouds create frequent opportunities to strengthen literacy by integrating structured vocabulary development practices and focusing discussions on comprehension. This support becomes more powerful over the school year as students learn new words and discuss texts in relation to experiences.\"},{\"question\":\"What are CALPS and why are they important for ELL success?\",\"answer\":\"CALPS refers to Cognitive Academic Language Proficiency Skills, including comprehending and using academic language for varied purposes. Vocabulary and comprehension are central elements of academic language development for English-language learners.\"},{\"question\":\"What teaching practices are highlighted to support ELL vocabulary and comprehension?\",\"answer\":\"The literature emphasizes activating and using students’ background knowledge, using culturally relevant texts tied to learners’ life experiences, and giving opportunities for students to respond orally to texts and engage in conversations related to text content.\"}]","Storybook reading - Improving vocabulary and comprehension for English-language learners | PDF",1790613118,18]