Linking Content, Language Proficiency, and Comprehension

“It is vital for middle level teachers to play a key role in developing not only ELL students’ content knowledge, but also their English language literacy.”
Johnson. November, 2005. “Making Instruction Relevant to Language Minority Students at the Middle Level.”  Middle School Journal.

“Opportunities to speak and use language in a fashion that is linked to academic learning is one of the most critical indicators of student academic engagement. This can involve paraphrasing, asking questions, and expressing ideas.”
Gersten, Baker and Marks. October, 1998. “Teaching English-Language Learners with Learning Difficulties.”  Eugene Research Institute.

“Reading, writing, drawing, talking, listening and investigating are the cornerstones of active literacy, and comprehension instruction is more effective when it takes place within an active literacy framework.”
Harvey and Goudvis. 2007. Strategies That Work, 2nd edition. Maine: Stenhouse.

“Readers are strategic, and typically we think of strategic readers are proficient readers who have a plan of action that moves them towards their goal or purpose for reading.”
Harvey and Goudvis. 2007. Strategies That Work, 2nd edition. Maine: Stenhouse.

“Reading strategies and skills are central to the success of the integrated, multidisciplinary middle school curriculum, and every teacher must possess the knowledge and skills to integrate reading instruction across the curriculum.”
International Reading Association. 1996-2007. “Supporting Young Adolescents’ Literacy Learning”.  Position Statement.

Additional Resources for Linking Content, Language Proficiency and Comprehension

Allen. 2004. Tools for Teaching Content Literacy.  Maine: Stenhouse Publishers

Hoyt. 2005. Spotlight on Comprehension.  NH: Heinemann.

Keene and Zimmermann. 2007. Mosiac of Thought, 2nd edition. NH: Heinemann