Lizned M.

Rivera Bonano

Department of English as a Second Language, Cambridge College

ESL 620: Teaching Reading and Writing to ESL Students

Dr. Maria I. Ortiz Rosado

Module 8

For ESL students in grades PreK–12, this course offers me a thorough examination of reading

and writing theory along with practical classroom applications. This course helps me to offer

ESL learners a well-rounded, all-encompassing curriculum that includes explicit and

purposefully applied teaching in reading, writing, and associated language skills and practices

because clear teaching of fundamental reading comprehension techniques and abilities is a

component of a well-rounded writing and reading program.

The course will examine theory and practice through discussion, examples, and other methods.

Participants will also better understand how linguistic and cultural variations impact literacy

development and how to deliver engaging literacy education. I learned relevant theories and

techniques for improving English language learners' reading comprehension and skills across

various English proficiency levels. Important theories and methods for helping English language

learners at various ability levels write in the language—fundamental ideas in linguistics, such as

English syntax and phonology. Phonemic awareness, phonics, fluency, vocabulary, and text

comprehension are the cornerstones of reading education. There are variations between the first

reading instruction provided to pupils with limited or no oral English skills and those with

fluency in the language. Variations in the first English reading instruction (phonemic awareness
and phonics) given to pupils who may or may not be literate in their native tongue; effects of first

language literacy on literacy in second languages. Several methods assist ELLs in building their

vocabulary in speaking, listening, and reading.

Furthermore, the Relevance of first- and second-language linguistic variations for English

reading education. Both official and informal methods are used to evaluate how well second

language learners read. Based on the WIDA English Language Development Standards, 2012,

the performance criteria and scoring method utilized in ACCESS.(Bauman, 2014)

Reference

Bauman, J. (2014). Assessing comprehension and communication in English state to state for

English Language Learners (ACCESS for ELLs®). Cal.

https://www.academia.edu/1228080/Assessing_comprehension_and_communication_in_English

_state_to_state_for_English_Language_Learners_ACCESS_for_ELLs_