[{"data":1,"prerenderedAt":-1},["ShallowReactive",2],{"doc-seo-595228-105":3,"detail-sidebar-cat-0-en-105":85,"doc-detail-595228-en":134},{"code":4,"msg":5,"data":6},0,"ok",{"site_id":7,"language":8,"slug":9,"title":10,"keywords":11,"description":12,"schema_data":13,"social_meta":78,"head_meta":80,"extra_data":82,"updated_unix":84},105,"en","supporting-english-language-learners-with-reading-recovery","Supporting English Language Learners with Reading Recovery","","English language learners need rapid language growth to benefit fully from classroom instruction. Reading Recovery provides theoretical foundations that support accelerated language acquisition and practical classroom applications, emphasizing language as a meaningful whole connecting speaking, reading, and writing. Through careful observation of a child’s current language strengths, teachers design instruction that builds on existing skills. 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Reading Recovery emphasizes explicit connections between speaking, reading, and writing to support accelerated language acquisition.","Answer",{"name":66,"@type":61,"acceptedAnswer":67},"How does emergent literacy relate to ELLs’ language development?",{"text":68,"@type":64},"Language learning begins before school and continues through social communication experiences. Teachers can support ELLs by understanding how learners build new knowledge from their prior experiences and home language use.",{"name":70,"@type":61,"acceptedAnswer":71},"What is the purpose of working with whole texts in Reading Recovery lessons?",{"text":72,"@type":64},"Whole-text instruction helps preserve purpose and message instead of teaching small components in isolation. Lessons use whole books and stories so children read, talk, tell, and write while teachers connect what they know in reading and writing.",{"name":74,"@type":61,"acceptedAnswer":75},"How do teachers determine what language structures a child controls?",{"text":76,"@type":64},"Teachers use tools and procedures to observe students’ control across speaking, reading, and writing, such as the Record of Oral Language task, Biks and Gutches task, running records, writing samples, and recording longest utterances.","https://schema.org",{"og:url":32,"og:type":79,"og:title":10,"og:site_name":45,"og:description":12},"article",{"robots":81,"canonical":32},"index,follow",{"doc_id":83,"site_id":7},595228,1792160778,{"code":4,"msg":86,"data":87},"success",[88,92,96,100,104,109,114,118,123,126,130],{"id":22,"doc_module":4,"doc_module_name":25,"category_name":89,"show_sort_weight":90,"slug":91},"Story & Novel",90,"story-novel",{"id":26,"doc_module":4,"doc_module_name":25,"category_name":93,"show_sort_weight":94,"slug":95},"Literature",80,"literature",{"id":33,"doc_module":4,"doc_module_name":25,"category_name":97,"show_sort_weight":98,"slug":99},"Exam",70,"exam",{"id":55,"doc_module":4,"doc_module_name":25,"category_name":101,"show_sort_weight":102,"slug":103},"Comic",60,"comic",{"id":105,"doc_module":4,"doc_module_name":25,"category_name":106,"show_sort_weight":107,"slug":108},6,"Technology",50,"technology",{"id":110,"doc_module":4,"doc_module_name":25,"category_name":111,"show_sort_weight":112,"slug":113},7,"Healthcare",40,"healthcare",{"id":115,"doc_module":4,"doc_module_name":25,"category_name":29,"show_sort_weight":116,"slug":117},8,30,"research-report",{"id":119,"doc_module":4,"doc_module_name":25,"category_name":120,"show_sort_weight":121,"slug":122},9,"Religion & Spirituality",20,"religion-spirituality",{"id":121,"doc_module":4,"doc_module_name":25,"category_name":124,"show_sort_weight":121,"slug":125},"World Cup","world-cup",{"id":127,"doc_module":4,"doc_module_name":25,"category_name":128,"show_sort_weight":127,"slug":129},10,"Lifestyle","lifestyle",{"id":131,"doc_module":4,"doc_module_name":25,"category_name":132,"show_sort_weight":55,"slug":133},19,"General","general",{"code":4,"msg":86,"data":135},{"doc_id":83,"user_id":136,"nickname":42,"user_avatar":137,"doc_module":4,"category_id":115,"category_name":29,"doc_title":10,"doc_description":12,"doc_content":138,"file_id":139,"file_url":140,"file_type":141,"file_size":142,"view_count":55,"is_deleted":4,"is_public":22,"is_downloadable":22,"audit_status":22,"page_count":105,"language":143,"language_code":8,"site_id":7,"html_lang":8,"table_of_contents":144,"faqs":145,"seo_title":146,"seo_description":12,"update_tm":147,"read_time":148,"preview_page_count":4},5909892115043,"https://ap-avatar.wpscdn.com/davatar_6f874abed73319feea01a86fa6f0fab8","REFEREED ARTICLE  \nSupporting English Language Learners with Reading Recovery  \nJennifer Flight  \nAbstract  \nEnglish language learners (ELLs) need to build competency with the English language quickly, in order to benefit from classroom instruction. Reading Recovery offers theoretical underpinnings which support accelerated language acquisition with valuable applications in a classroom setting. Teachers need to develop language as a meaningful whole, making connections between speaking, reading, and writing. By carefully observing a child’s use of language, teachers can design instruction to build on the child’s current language strengths. Learning a new language is complex and teachers must support ELLs by providing explicit teaching and massive opportunities to practise speaking, reading, and writing.  \nLearning to speak, read, and write are complex tasks. In the school setting, language develops through reading, writing, and speaking. During Reading Recovery lessons, most English Language Learners (ELLs) make excellent progress in speaking, reading, and writing (Reading Recovery Council of North America, 2007) . Understanding the value of the speaking, reading, and writing connection in instruction would better support ELLs in early years classrooms. Reading Recovery procedures develop language as a whole, with explicit connections between reading, writing, and speaking. The theories of emergent literacy, working with whole texts, teaching from the known, and developing language through speaking, reading, and writing would assist ELLs in a classroom setting. ELLs need to be supported in learning and practicing complex literacy tasks.  \nEmergent Literacy  \nLanguage learning does not begin when students enter school. Children learn language from the time they are born and begin noticing the world around them. Whether children enter school with English as a first or an additional language, they have experiences on which to construct new learning (Clay, 2005a) . Children have learned that language is a social tool for receiving and sending messages (Halliday, 1994) . ELLs have learned spoken language in their mother tongue and have an innate understanding that language is used to communicate.  \nELLs come from cultural backgrounds that are likely different from that of the teacher. The more a teacher understands about the home culture and the social groups important to the child, the easier it is to build on language experiences (Wilson, 2001) . When teachers make connections between home and school, ELLs are better supported (Chen et al. , 2008) . In fact, the function of language at both home and school is “to communicate, to understand, and be understood” (Cazden, 1988 , p. 76) . When teachers make an effort to understand students’home cultures and prior experiences with language, students are better supported in the classroom setting.  \nWorking with Whole Texts  \nSpeaking, reading, and writing are means of delivering or receiving an informative message (Halliday, 1994) . When working with ELLs, it might be tempting to teach small components of information in isolation, but the concepts of purpose and message will be lost. Without drawing on prior understandings of language as a means of communication, students lose “motivation to  \nuse such forms in personally meaningful situations”(Jones, 2011, p. 12) . As a result, language development slows and students will be reluctant to speak, read, and write.  \nThe Reading Recovery lesson is supported by a framework of work, with whole texts intertwining speaking, reading, and writing. Lessons are built on a framework of whole stories or messages. In every lesson, children read four or five whole books, talk about books, tell their own stories, and write a story. The teacher supports children’s use of what they know in reading to help with writing, and what they know in writing to help with reading. Talking, reading, and writing improve when teachers “strengthen children’s control ov","cbCaibwDtIm6eyc0","https://ap.wps.com/l/cbCaibwDtIm6eyc0","pdf",253671,"English","# Abstract\n# Emergent Literacy\n## Language learning before school\n## Home and school connections\n# Working with Whole Texts\n## Purpose and message in instruction\n## Whole-text lesson structure\n# Determining a Child’s Control of Language\n## Observation tools and tasks\n## Record of Oral Language\n## Biks and Gutches task\n## Running records and writing samples","[{\"question\":\"Why do English language learners need support specifically for speaking, reading, and writing?\",\"answer\":\"ELLs must build English competency quickly to benefit from classroom instruction. Reading Recovery emphasizes explicit connections between speaking, reading, and writing to support accelerated language acquisition.\"},{\"question\":\"How does emergent literacy relate to ELLs’ language development?\",\"answer\":\"Language learning begins before school and continues through social communication experiences. Teachers can support ELLs by understanding how learners build new knowledge from their prior experiences and home language use.\"},{\"question\":\"What is the purpose of working with whole texts in Reading Recovery lessons?\",\"answer\":\"Whole-text instruction helps preserve purpose and message instead of teaching small components in isolation. Lessons use whole books and stories so children read, talk, tell, and write while teachers connect what they know in reading and writing.\"},{\"question\":\"How do teachers determine what language structures a child controls?\",\"answer\":\"Teachers use tools and procedures to observe students’ control across speaking, reading, and writing, such as the Record of Oral Language task, Biks and Gutches task, running records, writing samples, and recording longest utterances.\"}]","Supporting English Language Learners with Reading Recovery | PDF",1792080669,15]