English Language Learners: A Conceptual Analysis

This chapter was an overview of the whole book. It discussed the reading deficit our country is going through but also how the focus on learning to read has never been greater and why it isn’t working. This chapter also discussed which parts of the brain help to learners to read and the different approaches to reading instruction. The five essential components mentioned were as follows: phonemic awareness, phonics, fluency, vocabulary, and comprehension. The chapter went on to discuss different types of reading assessments (screening, progress monitoring, diagnostic, outcome, comprehensive assessment plan, and curriculum-based measurement). Further mentioned was the “downward spiral of reading failure,” motivation (or lack thereof), and the “fourth-grade slump.” Finally, the chapter ended with a discussion of how and why teachers need to differentiate their instructional techniques.
Different students struggle with different aspects of reading and it is our responsibility as teachers to do our best to respond in the best way. Depending on the level of the learner (advanced, benchmark, strategic or intensive) a teacher has different options, but being able to meet the needs of their students should always be of . Because of the growing population of English-Language Learners, I know this will be a very important aspect of my teaching career. I plan to incorporate more vocabulary, oral language, and comprehension techniques because these are areas in which ELL students need more work in than non-ELL