An indispensable course text and practitioner resource, this teacher-friendly book puts the needs of English language learners (ELLs) front and center. Leading authorities connect current research to effective instructional practices for elementary students with varying degrees of English proficiency. Key components of literacy instruction are addressed, including phonemic awareness, phonics, fluency, vocabulary, and comprehension. Chapters also explore how linguistic, sociocultural, psychological, and educational factors shape ELL literacy development, highlighting practical implications for the classroom. Reflection questions and a wealth of illustrative examples enhance the utility of this engaging, tightly edited work.
|Publisher:||Guilford Publications, Inc.|
|Series:||Solving Problems in the Teaching of Literacy Series|
|Product dimensions:||6.20(w) x 9.00(h) x 1.00(d)|
|Age Range:||5 - 11 Years|
About the Author
Lori Helman, PhD, is a faculty member in literacy education in the Department of Curriculum and Instruction, University of Minnesota, Minneapolis. Her research investigates literacy development and effective teaching practices for English learners at the elementary school level. She teaches classes in literacy learning in diverse contexts, literacy instruction with English learners, reading assessment and reading difficulty, and literacy leadership for reading specialists as they develop expertise across their professional careers. Dr. Helman works collaboratively with a number of practicing teachers to investigate the literacy teaching methods that are most successful with English learners. Her three decades in education have included teaching bilingual elementary school for 16 years, leading new teacher support programs, and serving as a district literacy coordinator. She brings this solid teaching background into her university research agenda and professional writing. In addition to numerous published research articles, Dr. Helman has written chapters, articles, and curriculum support materials that guide teachers to apply second-language literacy research in their classrooms. She is the lead author (along with Donald R. Bear) of Words Their Way with English Learners: Word Study for Spelling, Phonics, and Vocabulary Instruction.