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CORI + FOR ESL LEARNERS
Presented as a partial requirement for the Master’s degree in Teaching and Curriculum of English as a Second Language
Magda L. Torres Colón Lidia E. Santos Rivera
May 2008
Approved by: ________________________________ _____________________ Sharon Clampitt-Dunlap, Ed.D Date Project Director ________________________________ _____________________ Jacqueline Alvarez Peña, Ph.D Date Graduate Studies Director ________________________________ _____________________ Bernardette Feliciano Quiñones, Ed.D Date Dean of Studies
ii
Certification of Authorship
Hereby we certify that the application project titled: CORI + for ESL
learners, which we present as a partial requisite for the Master’s degree in
Teaching and Curriculum of English as a Second Language, from the Inter
American University of Puerto Rico, Ponce Campus, is a product of our
investigative work. We also certify that this work is original and unpublished.
This application project is protected by author’s copyright of Magda L.
Torres Colón and Lidia E. Santos Rivera (2008) and as graduate students of the
Education Masters Degree Program; we authorize the Ponce Campus of the
Inter American University of Puerto Rico to utilize it exclusively with the purpose
of reference for further investigative studies by the person whom requests it.
______________________________ _____________________
Author’s signature Date
______________________________ _____________________
Author’s signature Date
iii
Abstract
The purpose of this application project: CORI + for ESL learners, was to
adapt the ESL reading curriculum in the secondary level of Puerto Rico’s public
school system to an inviting, hands-on and motivating structural plan that could
enhance students reading habits as well as to provide teachers of ESL with an
alternative tool to promote ESL acquisition.
The framework utilized for this project was, the Concept Oriented Reading
Instruction model as presented by Guthrie, Wigfield, & Perencevich, (2004) and
the English Program’s Content Standards and Expectations of 2007 of the
Department of Education of Puerto Rico.
Merging the main objectives and ideas of both resulted in the creation of
an innovative concept oriented reading instruction framework aimed for students
of English as a Second Language in the secondary level of Puerto Rico’s public
school system. As a result, ESL teachers of secondary level, specifically 8th and
10th grade levels have not only an instructional framework but a guide that will
allow them to apply this concept in their classrooms, adapting it as they wish or
need according to their group’s specific needs.
iv
Resumen
El proyecto de aplicación: CORI + for ESL learners, tuvo como
objetivo adaptar el currículo de lectura de inglés a nivel secundario en el sistema
de escuelas publicas de Puerto Rico, a uno de experiencias amenas, autenticas
y motivadoras, todo bajo un plan estructurado que realce los hábitos de lectura
de los estudiantes además de proveer al maestro(a) de inglés como segundo
idioma con una alternativa para mejorar la adquisición del idioma sus
estudiantes.
Se utilizaron como base el concepto de CORI según presentado por
Guthrie, Wigfield, & Perencevich, (2004) y el documento, Estándares de
Contenido y Expectativas 2007 del Departamento de Educación de Puerto Rico.
La adaptación de CORI a las expectativas del Departamento de
Educación de Puerto Rico resultó en un plan estructurado adaptado a las
necesidades específicas del estudiante que aprende inglés como segundo
idioma a nivel secundario en las escuelas publicas de Puerto Rico. Como
resultado, los maestros de esta materia específicamente los de 8vo y 10mo
grados, cuentan ahora con una guía que les permitirá utilizar este concepto en
sus salas de clases y adaptarlo según sea necesario y de acuerdo con las
necesidades específicas de sus grupos.
v
Dedication
I dedicate this project, first to God, for giving me the opportunity to be part
of this world and blessing my life with the beautiful people that surrounds it. To
mom, Margot, (R.I.P), because you were mom and dad. Thank you for teaching
me to be a strong woman and to no let go of my dreams.
To Professor Luciano Vargas Algarín, from the very beginning you always
believed in me and continue to guide my steps. Thanks!
To my children, Eric and Valeria. Thank you for being so patient and
understanding. You are my guiding light and inspiration to be better. And to my
husband, Eric whose love, understanding and support helped me reach my
dream.
I love you all!
Magda L. Torres Colón
vi
Dedication
First, thank you God, for giving me life and guidance through out this
journey. I dedicate the culmination of this project to my dad, Juan (R.I.P), even
though you are not with me you have been my inspiration.
To my beautiful children, Lidia and George, for being supportive and
understanding. Lidia, thank you for being my right hand at home, you’re an
excellent daughter and a great sister; George thank you for your understanding;
you’re the best son!
And, to my husband George, whose unconditional support, love and
companionship have allowed me to reach my goals. Thank you, honey!
Lidia E. Santos Rivera
vii
Acknowledgements
We would like to thank everybody that in different ways helped us with the
tools to complete this application project.
We thank and appreciate Mrs. Edith L. Roubert González, Environmental
Science teacher, who supported us with all the science aspects through out the
realization of this project.
Thank you, Dr. Sharon Clampitt-Dunlap, for your guidance, motivation and
patience through out this process. You were not just our counselor but an
inspiration for us to continue farther.
Finally, we want to acknowledge the most important aspect of this project:
Friendship. This has been the supporting rock of our journey from the very
beginning of our bachelor degree and through out the master’s degree programs.
It feels good to have someone you can share your happiness and sadness,
triumphs and defeats. But, it is even better to have someone you can trust and
count on. Cheers, to true Friendship!
viii
Table of Contents
Certification of Authorship .. …………………………………………………… ii Abstract …………………………………………………………………………. iii
Resumen ……………………………………………………………………….. iv
Dedications ………………………………………………………………………. v Acknowledgements ……………………………………………………………. vii
Table of Contents ……………………………………………………………… viii CHAPTER 1: INTRODUCTION ……………………………………………….. 1
Purpose ………………………………………………………………….. 2 Educational Environment ………………………………………………. 2 Theoretical Framework …………………………………………………. 3 Research Question …………………………………………………….. 6 Definition of Terms ……………………………………………………… 6 CHAPTER 2: LITERATURE REVIEW………………………………………… 8 CLIL ……………………………………………………………………… 10 Reading Engagement …………………………………………………. 11 CORI …………………………………………………………………….. 13 Reading Comprehension ……………………………………………… 16 Direct Vocabulary Instruction …………………………………………. 18 CHAPTER 3: METHODOLOGY ……………………………………………….. 22 Purpose…………………………………………………………………… 22 Design…………………………………………………………………….. 22 CHAPTER 4: RESULTS …………………………………………. ……………. 28 Teachers guide…………………………………………………………... 28 Curricular segment samples………………………………………….... 33 CHAPTER 5: ANALISYS AND DISCUSSION……………………………….. 42 Analysis ………………………………………………………………….. 42 Limitations……………………………………………………………….. 42 Conclusions ……………………………………………………………… 43 Recommendations ……………………………………………………... 44 REFERENCES ………………………………………………………………..… 45
Chapter 1: Introduction
Given the social, technological, economical and cultural reasons that
require and demand the use of the English language, the Department of
Education of Puerto Rico (DEPR) has recognized the need for learning the
language. Puerto Rican students have been taught English since 1898 when the
United States (US) took over the government of the Island. Since then, there
have been many changes as to how to teach the English language in the public
school system, but the teaching of the language has never ceased. Nowadays,
and as the result of the Organic Law of August 28, 1990 of the Department of
Education, English is taught as the official Second Language of Puerto Rico
(DEPR, 1994).
In order to meet the demands and changes of society, the Department
of Education has revised its English Program curriculum many times, with the
most recent changes reflected in the document titled: Content Standards and
Grade Level Expectations of 2007. The content standards document establishes
what should be learned in each academic area and provides evaluation
indicators for the academic programs. The Grade Level Expectations offer a
guide as to what skills and/or values should be mastered at each grade level
according to each content standard. They are also indicators as to what each
student should have learned by the end of the school year. The Content
Standard and Grade Level Expectations of 2007 curriculum is designed on the
Balanced Literacy instructional model. The approach allows for teachers to
develop essential skills and strategies instruction within the context of
2
meaningful, relevant and authentic reading. Additionally, the new curriculum
states that reading is the central element of teaching the language while the
other two standards of listening/speaking and writing can be taught in context.
The DEPR encourages teachers to implement activities and use models
accordingly by “providing a variety of instructional opportunities and building on
students’ individual strengths and experiences”(DEPR, 2007); therefore,
teachers of ESL are responsible for the investigation and integration of major
approaches and new trends in the field in order to achieve effective learning of
the language. Concept Oriented Reading Instruction (CORI) program is one
alternative which can be used to promote meaningful, motivational reading while
developing vocabulary skills which will provide the opportunity to develop greater
listening/speaking and writing skills.
Purpose
One of the DEPR goals is to ensure “that all students are provided a
progressive path for literacy development from grade to grade in order to create
independent, life-long readers and learners”. The purpose of this study is to
present the Concept Oriented Reading Instruction (CORI) model adapted to ESL
learners in Puerto Rico (PR) as an alternative to achieving such goal.
Educational Environment The mission of the English program in the public school system of Puerto
Rico is to assure that students can communicate effectively in English
emphasizing the need for communicatively competent individuals. To
accomplish such goals the Department of Education of Puerto Rico (DEPR)
3
provides ESL instruction from Kindergarten to 12th grade levels, focusing on
listening/speaking, reading, and writing skills as content standards of the
program. These content standards are aligned so that specific needs and skills
are met according to grade level expectations. However, the results of the
Puerto Rican Academic Achievement Tests (PRAAT, 2007) demonstrate that
ESL students are encountering difficulties when reading any given texts.
The goal of the DEPR and all its schools is to achieve Adequate Yearly
Progress (AYP) (a requirement established by the No Child Left Behind Act) in
the Spanish, mathematics, English and science. In the English section of the
test, students are evaluated in the areas of listening skills, writing and reading
comprehension. The results of the PRAAT demonstrate that students are not
achieving the expected goals.
In order to impact the learning of ESL, the DEPR has establish reading as
the central element of learning the language while the skills of listening, speaking
and writing will be learned in context.
Theoretical Framework
The balanced literacy instructional model is based on the theory that “it
provides for essential skills and strategy instruction within the context of
meaningful, relevant, authentic reading, writing and oral language activities and
routines” (DEPR, pg. 13). Research demonstrates that if a person reads enough
pertinent and/or relevant material, this will help develop other skills of the
language such as writing and speaking. Krashen states that “Good writing style,
according to the research, is a result of reading, not writing” (1992, p.11). It is
4
the goal of the DEPR that students build on their individual strengths and
experiences and that they create independent, life-long reading skills. It is then,
essential for ESL teachers to be provided with a tool that will foster such ideas
and provide for effective acquisition of the language in a low-anxiety level
environment. Tracy Terrell’s natural approach states that “activities attempt to be
of genuine interest to the students” (1992, p. 27) and that the course should be
organized around topics and activities that students find interesting and
comprehensible. If the material is of interest to the student, the anxiety level of
acquiring a language will be low, and research states that the lower the anxiety
level, the higher the acquisition of the language (Krashen, 1992). Chomsky, as
stated in Krashen’s (1992,p. 6) states that the part of the brain responsible for
language acquisition would not be reached if the acquirer is anxious. Providing
ESL students with a natural language environment will definitely allow for them to
become active learners. However, specific strategies that will motivate and
promote the acquisition of ESL is needed to complete the phases of active,
meaningful ESL acquisition.
A new trend in language instruction is Content and Language-Integrated
Learning (CLIL). CLIL offers students of foreign languages the opportunity to
learn the target language by focusing on a specific subject (science, history, arts,
etc.) instead of on the language itself. The method has two aims: 1) to learn the
subject, 2) to learn to use the foreign language (Niemen, 2006). According to the
report on the implementation of the Action Plan “Promoting language learning
and linguistic diversity” (COM, 2007) this trend, increasingly used in Europe, is
5
an alternative for motivating students to read and strengthen their communication
skills (p.11) since it provides the student with the enjoyment of learning about a
topic and not just the structure of the target language. CLIL, following similar
lines as the Krashen model provide a “natural situation for language development
which builds on other forms of learning” (Marsh, 2007, p.3). CLIL provides the
opportunity to learn the language while experiencing hands-on activities at the
same time. Marsh (2007) states that we learn effectively by experiencing.
Another position of CLIL is that it offers students the opportunity to learn by
becoming interested in a subject and to learn about the subject itself, not
focusing on the language and its rules (Nieminen, 2006, p.18). This aspect of
CLIL works along the same lines as Krashen’s ideas, as it provides students with
non-threatening environment to acquire ESL as they focus on enjoying the
subject and not worrying about correcting themselves grammatically or any other
language specific aspect. It also ties in with the DEPR’s Balanced literacy model
instruction as it provides for student learning within the context of meaningful
activities, developing other language skills such as writing, listening and
speaking.
For the purpose of this curriculum design, the Concept Oriented
Reading Instruction (CORI) framework was selected as the tool to provide all the
essentials stated above. CORI, which is compatible with CLIL principles,
provides for the integration of science inquiry with literacy instruction. This
partnership allows reaching the goals of the DEPR with its Balanced literacy
model instruction while providing for a natural language environment prescribed
6
by Krashen and the principles of CLIL to reach such goal: to acquire the
language in an engaging, authentic environment. This integration will develop a
person capable of strengthening his/her literary skills, creating independent, life-
long reading habits.
Research Question
Can the Concept Oriented Reading Instruction be adapted to ESL
reading instruction by providing direct vocabulary instruction?
Definitions of Terms
The following terms are used through out this project and are here
defined solely to give the reader an open minded definition of each.
• CLIL= Content and language integrated learning
• DEPR= Department of Education of Puerto Rico
• CORI= Concept Oriented Reading Instruction
• PRAAT= Puerto Rico academic achievement test
• ESL= English as a Second Language
• NRP= National Reading Panel
• Balanced literacy approach=provides for essential skills and strategy
instruction within the context of meaningful, relevant, authentic reading,
writing, and oral language activities and routines.
• Direct vocabulary instruction= pre-selected, frequently used vocabulary
words that are presented, discussed and used within context prior to the
reading event.
7
Chapter 2: Literature Review
Second or foreign language acquisition is the process of developing language
skills to the extent that learners can understand and be understood while
communicating with native speakers of the target language. “Just about
everyone learns a first language with great ease; very few people manage to
learn a second language so well that they can pass for a native… people vary
widely in the extent to which they acquire an L2” (Mason, 2002 ). It is important
then, for ESL teachers to provide a variety of teaching models and/or concepts in
order to satisfy the needs of the students and target for a positive and meaningful
experience. In order to acquire a language, it is imperative to provide situations
where the learner can interact with real world situations, be able to interact with
native speakers, and be able to feel confident with his/herself in order to produce
(Schutz, 2007). Stephen Krashen (1981,1988), an expert in the field of applied
linguistics, states that acquisition is the product of a subconscious process
requiring meaningful interaction in the target language with natural
communication where speakers are concentrated on the communicative act and
not on the form of the language (Schutz, 2007). Tracy Terrell (1983) refers to
this process, based on his theory of acquiring a second language, as the Natural
Approach. This approach does not allow for correction of grammar, rules or
other language structures. Language utterances will begin as the individual feels
the need to communicate as he/she is acquiring while participating in a hands-
on, interesting and motivating theme or topic to them and not by being forced to
produce in order to pass to next level. Krashen also rejects the strategy of
8
“grammatical sequencing when the goal is language acquisition” (in Schutz,
2007). “…Language acquisition does not require extensive use of conscious
grammatical rules, and does not require tedious drill” (Krashen, 1988, p.6).
Another aspect of Krashen’s Model in relation to second language acquisition is
the use of the Monitor. He explains that the monitor acts as an “editor” while the
student is “learning” a language and not “acquiring” it (Krashen, 1988). If the
monitor is “on” then the student is focusing on editing or correcting his/herself
while trying to produce. This will function greatly under the circumstance that the
learner would have reached a level of understanding the rules of the language
and can think about correctness for them and at the time of producing.
“According to Krashen, the role of the monitor is - or should be - minor, being
used only to correct deviations from 'normal' speech and to give speech a more
'polished' appearance” moreover, the over use of the monitor could be related to
lack of self-confidence (Schutz, 2007). Finally, another important aspect of
Krashen’s second language acquisition is the theory of the affective filter. This
theory states that learning a second language is not just about skills, grammar
rules and other language aspects but also to other facilitative variables such as:
motivation, self-confidence and anxiety levels. Krashen claims that “learners with
high motivation, self-confidence, a good self-image, and a low level of anxiety are
better equipped for success in second language acquisition” (Krashen, 1988).
Low motivation, low self-esteem, and debilitating anxiety can combine to raise
the affective filter and form a mental block that prevents comprehensible input
from being used for acquisition. In other words, when the filter is high it impedes
9
language acquisition; therefore, it is important for ESL teachers to maintain the
variables under control to achieve effective acquisition.
Content and Language Integrated Learning
One trend, which incorporates the principles described in both the Natural
Approach and Krashen’s Monitor model, is CLIL (Contents and Language
Integrated Learning). CLIL is not a new teaching method, but it has currently
become very popular in Europe. CLIL is a renewed effort to use Content-Based
Instruction in language classrooms. This method offers students the possibility to
use another language while becoming more interested in the subject itself
instead of focusing strictly on the language. Due to its practical nature and
flexibility, CLIL can be incorporated in different types of schools: both state and
private; also, it can be used for certain time periods, as a task within the overall
curriculum or implemented as optional subjects (Pavesi, Bertocchi, 2001).
Language acquisition occurs naturally and subconsciously. It also provides an
excellent opportunity for teachers to help students develop their language skills in
school. For CLIL to allow for a natural circumstance in learning a second
language, it is geared towards a theme or topic, which assigns teachers the role
of facilitator to the student. Marsh, Marsland and Stenberg (2001) state that CLIL
is advantageous in professionally-oriented education, and that it improves the
quality of learning and teaching in the context fields (p. 17). According to Marsh
(2007), there are two aims when teaching CLIL, one related to the subject, topic,
or theme and one linked to the language. CLIL can offer people of any age a
natural situation for language development, which builds on other forms of
10
learning. Good knowledge of the L1 of the learners is, however, advantageous
as the teacher must fully appreciate the learner’s language difficulties (Pavesi,
Bertocchi, 2001). The CLIL teacher provides a situation in which the attention of
the child is on some form of learning activity, which is not language itself. In
addition, it provides all students, the opportunity to acquire and learn additional
language in a meaningful way. Language learning in meaningful content-based
environment stimulates motivation and provides real social purposes for
speaking, listening, reading, writing and thinking (Dong, 2002). Therefore, CLIL is
a means to develop interest in acquiring the target language in order to fulfill the
need to understanding the theme or topic with which the student is working.
According to a study conducted by Kibe (in Nieminen, 2006) many students
achieved great improvement in their language skills and could grasp the content
at least as well or even better than in normal teaching. In the field of language
instruction, there has been a move away from traditional instruction to a more
motivated curriculum. This is a particularly true in reading instruction, which has
moved towards seeing language arts as a whole.
Reading Engagement
By focusing on context and task based language instruction, the reader
become engaged in the reading process. The term engagement in reading refers
to the use of motivational strategies and conceptual knowledge while reading
(Guthrie, Van Meter, Hancock, 1998). Engaged readers use and regulate
strategies to enhance their conceptual understanding (Anderson and Pearson,
1984). Decker (1996) further explains that reading engagement is the act of
11
choosing a book, reading it, comprehending its essence, and permitting it to
influence one’s mental and/or affective state. The reader then engages a
composite motivational and cognitive process. Several investigations show that
intrinsic motivation to read is highly associated with reading comprehension,
much more so than extrinsic motivation among elementary school children.
(Becker & Wigfield, 1999:Guthrie & Cox, 2001; Guthrie, Wigfield, Metsala, & Cox,
1999; Wang & Guthrie, 2004; Wigfield & Guthrie, 1997). In these studies, intrinsic
motivation referred to students’ curiosity about new books and topics, reading for
long periods of time, preference for long periods of time, and preferences for
longer challenging texts. One suggestion made by Hidi & Harackiewicz (2000), is
that students first experience a situational interest, and such interest is slowly
followed by growth in intrinsic motivation. Under the right classroom conditions
however, the situational interest may involve desire for another book in a series,
or an alternative text on a slightly different topic (Guthrie, Hoa, 2004). In a study
conducted by Guthrie (2004), the classroom context used was Concept Oriented
Reading Instruction (CORI). The study was based on reading strategy
instruction; a set of motivational practices was designed to enhance children’s
intrinsic motivation. In this instruction, students explored ecological issues and
concepts in Science through observational activities and investigation, providing
students with hands-on interaction with the topic of ecology as a way to generate
interest. A meta-analysis of studies of different instructional strategies (Guthrie &
Humenick, 2004) provides experimental evidence that several classrooms
practices lead to improvement in reading motivation. These classroom practices
12
included (a) providing choices of books or tasks during instruction, (b) affording
students with opportunities for collaboration with classmates in reading activities,
(c) providing interesting texts for instructional activities, and (d) providing hands-
on activities or real world interactions connected to specific book reading
activities ( Guthrie, Wigfield, & Perencevich, 2004). Within CORI, student’s
motivation and engagement were explicitly supported through the practices
described above: (1) using content goals for reading instruction; (2) affording
choices and control to students; (3) providing hands-on activities; (4) using
interesting texts for instruction, and (5) organizing collaboration for learning from
text (Guthrie, Hoa, 2004). Taking Guthrie’s observations into consideration,
control over what and how students read seems necessary in the classroom.
Students will experience increased motivation if they comprehend what they are
reading, and if they receive the necessary feedback to continue on a new level.
Without the necessary reading comprehension skills and the motivation for
reading to learn, students’ academic progress is limited (Alvermann &Earle,
2003).
Concept Oriented Reading Instruction
CORI’s is one framework for reading instruction that has been proven to
create engaged learners. CORI classrooms are designed to meet students’
mental and cognitive needs. Integrating reading and scientific inquiry consists of
partially merging the motivation processes, and needs of students that usually
occur in separate domains. Based on the engagement model of reading
development, the CORI approach suggests that reading comprehension is
13
facilitated by reader engagement (Guthrie, Wigfield & Perencevich, 2004). This
framework consists of the joint functioning of cognitive comprehension strategies
and the motivational process. The purpose of CORI is to optimize the
development of reading engagement. In addition, it contributes to a higher level
of literacy engagement in the classroom. Many empirical studies, including quasi-
experimental research conducted with upper-elementary students, have provided
compelling evidence of CORI’s effectiveness in improving the comprehension of
expository text. For example, Wigfield & Guthrie (1997) and Guthrie and Cox
(2001) found positive correlations between reading motivation, curiosity,
involvement, and preference for challenge. Becker and Wigfield (1999) found
similar correlations with a sample that included low-income African American
students. Further more, Guthrie and his colleagues (1993) reported positive
correlations between reading motivation, amount and breadth of reading, and
reading strategy use. In these interventional studies, CORI showed significant
benefits for students’ reading comprehension, context knowledge acquisition,
reading engagement, and growth in strategic reading.
In CORI, science inquiry is integrated with reading, which has been shown
to increase both reading and science comprehension (Romance & Vitale, 1992).
Studies in second language acquisition have repeatedly shown that second
language is best learned through content when students have a real purpose for
learning and when language use is authentic, rich, and meaningful to students
(Chamot & O’Malley, 1994; Enright & McCloskey, 1988; Swain & Carroll, 1987).
Meaningful learning occurs when the learner relates new information to what is
14
already known. Several studies (Adamson, 1990; Chamot & O’Malley, 1994;
Enright & McCloskey, 1988) have found that non-native English speaking
students will benefit from learning the second language and academic content
knowledge simultaneously rather than separately. CORI students engage in
many activities to support their reading engagement and content knowledge
growth, including observing tangible scientific phenomena, choosing topics and
reading interesting texts that are connected in important ways to the content and
strategic reading goals, and engaging in thoughtful text-based writing and
knowledge communication.
CORI has been shown to be effective in promoting reading comprehension,
reading engagement, content knowledge growth and strategic reading, and it has
shown benefits on student’s subsequent reading practices. The main strategies
that are emphasized in the CORI framework have been recommended in the
National Reading Panel Report (2000) and have been found to support reading
development in all populations of students by researches such as, Margosein,
Pascarella and Pfaum (2003). Students who are learning in a goal-oriented
manner are more likely to be more engaged in using cognitive strategies, and
linking their new knowledge to old ones, more than other students would (Meece
& Blumenfeld, & Hoyle, 1988). Experimental evidence suggests that increasing
generalized intrinsic motivation requires the extended classroom practices of
support for student’s choices, collaborations, use of interesting text, and real-
world interactions related to literacy as in a CORI framework (Guthrie, Wigfield,
A., & Perencevich 2004).
15
Reading Comprehension
Improving reading comprehension is the primary concern of researchers,
educators, and the public (National Reading Panel, 2000; Snow, Burns, and
Griffin, 1998); however, teaching and learning in a second language, (L2) is not
the same as teaching and learning in the first language (L1) (Clegg, 2007).
Students learning to read in L1 environments achieve a higher level of fluency in
reading abilities, but research show that the same claim could not be made for
those learning in L2 contexts. Students learning in L2 are doing more things,
cognitively speaking than they do in their learning through their L1 (Clegg, 2007).
In many second or foreign language-teaching situations, reading receives a
special focus; however, there is not enough empirical data to suggest what
strategies work best for L2 environments over others (Richards and Renandya,
2001a, p. 273-274). Nonetheless, number of L2 acquisition researchers claim
that successful L2 reading comprehension not only hinges on vocabulary size but
also on the speed with which learners can access the L2 words. In addition,
several studies suggest that L2 learners should consequently invest considerable
time on vocabulary building. (Coady, Huckin,1997; DeKeyser, 2001; Favreau &
Segalowitz, 1983; Grabe, 1991; Haynes & Carr, 1990; Hulstijn, 2001; Koda,
1996; Meara, 1993; Nation 2001; Qian, 2002; Segalowitz, 1997,2000).
The most fundamental requirement for fluent reading comprehension is rapid
and automatic word recognition, which is reason why vocabulary is important (or
lexical access- the calling up of meaning of a word id recognized). Fluent L1
readers can recognize almost all of the words they encounter, at least at some
16
basic level, but this is not the case for L2 learners (Grabe, Stoller, 2002). In a
correlational study completed by Van Gelderen (2004; part of the NELSON
project speed of lexical access was correlated with L2 reading comprehension,
but grammatical and vocabulary knowledge and metacognition proved to be
better predictors. Vocabulary knowledge and metacognition, but not speed of
word recognition, proved to be significant predictors in the multiple models of L2
reading comprehension. In addition, some researchers believe that students
should have fluent access to vocabulary words before they can successfully
apply reading strategies in the L2 classroom. Readers predict, select, confirm,
and self-correct as they seek to make sense of print. Readers construct meaning
during reading (Reid, 2001).
The L2 vocabulary instruction thus not only may help students in learning the
word meanings (accuracy) and establishing semantic connections (richness), but
also promote fluent access to the words learned (fluency); Hulstijn, 2001; Nation
& Newton, 1997; Skehan & Foster, 2001). Baker (1977) states that acquiring a
normal vocabulary is a prerequisite for reading comprehension. L2 proficiency
plays a large role foundation for L2 reading; also, students must have a sufficient
amount of L2 knowledge to make effective use of skills and strategies that are
part of their L1 reading comprehension skills (Grabe, Stoller, 2002). Most L2
readers are simple not exposed to enough L2 print (through reading) to build
fluent processing or to build recognition of a large body of vocabulary (Koda,
1996; Lundberg, 1999). These differences between L1 and L2 reading situations
are significant because L1 readers spend years building up the amount of
17
exposure to print needed to develop fluency and automaticy which is often not
the case of L2 students (Grabe, Stoller, 2002).
Teachers working with L2 learners need to vary the form of classroom
interaction (Clegg, 2007). Reading instruction in L1 context has been a source of
many instructional innovations that have not yet been explored extensively in L2
contexts, either at the level of research or at the level of practical implementation
(Grabe, Stoller, 2002). What is undeniable, however, is that to strengthen their
reading skills, in particular, direct vocabulary instruction is needed in order to
develop enough vocabulary knowledge to succeed academically in future years,
but also in their students education. Even if many L2 students never become
fluent L2 readers, they can be taught in ways that lead them in the right direction
and help them make as much progress as possible (Grabe, Stoller, 2002).
Direct Vocabulary Instruction
Although Krashen, CLIL, and CORI all promote indirect language learning,
research has made the case for the effectiveness of some direct vocabulary
instruction especially with L2 readers. In this millennium, educators are becoming
increasingly aware of the benefits of a structured vocabulary curriculum. Thomas
Gunning author of Creating Literacy Instruction for All Children calls a planned
program of direct vocabulary development “highly advisable,” and he suggests
that a certain amount of time be set aside each week for direct vocabulary
instruction: “A planned approach ensures that vocabulary instruction is given the
attention it deserves.” Marzano (2001) stated that “direct instruction on words
that are critical to new content produces the most powerful leaning. Children
18
learn many words through listening and speaking, but the next step in vocabulary
development is learning words through reading. Research has established that
even though children learn many words incidentally, they also need and profit
from the direct teaching of vocabulary (Curtis, 1987; Petty, Herold and Stoll,
1968). Vocabulary has long been recognized as a strong determinant of reading
success (Biemiller, 2001). Marzano (2004) suggests that these specific terms
can be best taught through direct vocabulary instruction. In addition, direct
vocabulary instruction is most effective when it targets academic terms that
students will encounter in their reading material.
There is much literature concerning the benefits of direct and strategy
teaching in vocabulary learning with L1 students, but not as many for L2. Studies
conducted by Gallo-Crail and Zerwekh (2003) indicate that using many strategies
simultaneously “enables students to become more effective in acquiring new
vocabulary words with different levels of difficulty.” (p. 2) Additionally, Gu and
Johnson’s (in Gallo-Crail and Zerwekh, 2003) 1996 study of vocabulary learning
strategies proved that “both direct and indirect approaches to vocabulary learning
can be useful.” (p. 4.)
The importance of vocabulary knowledge to school success, in general, and
reading comprehension, in particular, is widely documented ( e.g., Baker 1977;
Anderson & Nagy, 1991). The National Reading Panel (2000) concluded that
vocabulary development is a fundamental goal for students. The impact of low
vocabularies on reading comprehension only becomes apparent when the
comprehension of written material begins to exceed many children vocabulary
19
(Becker, 1977; Chall & Conard , 1991; Chall et al., 1990). Having a strong
vocabulary is of particular importance to students in that it contributes
significantly to achievement both in the subjects of their school curriculum and in
their personal life. Baker, Simmons, and Kameenui (1995) have called direct
vocabulary instruction “crucial to academic development”.
Researchers agree that although reading is indeed important; to achieve
deeper, richer level of lasting vocabulary understanding, direct vocabulary
instruction is more effective and more efficient that incidental vocabulary learning
(McKeown and Beck, 1988). In addition, direct vocabulary instruction is also an
avenue for better writing (Tompkins, 2003). Research shows that repeated
encounters with new words are essential if direct vocabulary instruction is to
have a measurable impact on reading comprehension (Stahl and Fairbanks,
1986; Mckeown, Beck, Omanson and Pople, 1985).
Increasing their word knowledge is a basic part of students’ learning process,
and the standards movement has raised the bar for all students, making direct
vocabulary instruction essential. Expectations are higher, and the curriculum is
more challenging (Wixson and Dutro, 1998). According to Kenneth Hodkinson,
the author of Wordly Wise 3000. “We have to stop thinking of vocabulary as a
supplemental activity. We must put it where it belongs at the very core of the
curriclulum (2002, p.4). Furthermore, the NRP reported that over 20,000 citations
were examined on the importance of teaching vocabulary and concluded that
“the larger the reader’s vocabulary (either oral or print) the easier it is to make
sense of the text” (p.13). In fact, research shows that reading is the single most
20
significant in the acquisition of new vocabulary (Anderson and Nagy, 1991;
Bauman and Kameenui, 1991).
Vocabulary can be a major factor that can limit reading comprehension
(Becker, 1997). Similar findings were reported by Baker (1977), Chall et al.
(1990), and Cunningham and Stanovich (1997). This view has been supported
by many studies that have reported strong correlations between vocabulary and
reading comprehension (Beck & McKeown, 1990). It is also important the
instruction of direct vocabulary of specific words before the students read a text,
this practice can help students both learn new words and comprehend the text
(Armbruster, Osborn, 2003). In short, simple vocabulary knowledge and word
identification skill account for almost the entire variance seen in reading
comprehension. Thus, there is evidence that vocabulary differences affect
comprehension, and that when the rate of vocabulary acquisition is increased,
gains in reading comprehension are also obtained. The reverse is also true; an
increase of reading practice can increase vocabulary and comprehension (Shany
& Biemiller, 1995; Cunningham & Stanovich, 1997; Stanovich & West, 1989).
However, none of these citations reported the importance of vocabulary
teaching for ESL. A study conducted by Wacek (2006) concluded that direct
vocabulary instruction provides statistically significant higher test scores when
compared to test score when direct vocabulary was not instructed. It can be
concluded that if it is of such impact and importance L1 to learn and enhance
their vocabulary skills, so it will be for the acquisition of a second language.
21
Chapter 3: Methodology
Purpose
The purpose of this instructional framework was to adapt a reading
instruction model: CORI to an ESL reading environment. The grades level
chosen for the development of this framework were 8th and 10th grades level of
Puerto Rico’s public school system.
Design
First, it was necessary to analyze the reading expectations of each grade
level according to the Department of Education of Puerto Rico English program’s
Content Standards and Grade-Level Expectations. At present, there are six
reading expectations for 8th graders. Students are expected to first, analyze the
text, establish purpose, identify author’s purpose and distinguish text feature to
enhance comprehension. Second, students are expected to apply context clues,
reference sources, and other vocabulary expansion strategies to assess word
meaning using prior knowledge to relate to new meaning; and to use prefixes,
suffixes, and root words to determine meaning of unfamiliar, multiple-meaning
and compound words. Learners are also expected to distinguish main from
supporting characters, to compare and contrasts characters traits, and to explain
setting in fiction and nonfiction and to distinguish between first and second
person point of view. Other expectations for this grade level include to sort and
organize relevant events, to state cause and effect, to make connections, to
predict and infer, to determine problem and solution and to draw conclusions in
narrative, expository, and persuasive texts. Students should also be able to
22
distinguish between fact and opinion in narrative and expository text, to state and
paraphrase main idea or topic and to determine important details as well as to
use elements of poetry to identify and interpret genre, imagery and symbolism.
In like manner, there are five reading expectations for 10th graders. The
first one is that students should be able to analyze context clues, to use
reference sources and other vocabulary expansion strategies to assess word
meaning and to determine the meaning of unfamiliar words using prior
knowledge to relate to new meaning. 10th graders should be able to analyze
character traits and setting and to classify point-of-view in fiction and nonfiction.
These learners are also expected to be able to organize and analyze plot, to
establish cause and effect, to make connections, predict and infer to draw
conclusions, to classify and analyze the conflict and resolution in a variety of
texts. The expectations document also includes the ability to distinguish between
fact and opinion to infer the main idea and to distinguish between relevant and
insignificant details in a variety of texts and to identify theme. Finally tenth
graders should be able to use elements of poetry and plays to analyze, interpret
and classify genre, imagery, figurative language, and symbolism.
Overall, the reading expectations for both 8th and 10th grade levels are for
students to use reading strategies, literary analysis, and critical thinking skills to
construct meaning and develop an understanding as well as an appreciation of a
variety of genres of both fiction and nonfiction (DEPR, 2007).
After analyzing the expectations document the CORI model was analyzed
in order to develop activities that would meet the Content Standards and Grade
23
Level Expectations of the DEPR. CORI is design to be worked on by phases.
The first phase is: to Observe and Personalize. This phase is about exploring
and developing personal interests, while bringing personal background
knowledge and/or experience about the topic into the learning process. Students
are encouraged to develop and express their personal interest in regards to the
theme. During and by the end of this phase students should have developed a
series of questions about what they will like to know or explore in regards to the
topic. The next phase, Searching and Retrieving, is about teaching students how
to find the answers for their own questions through reading. Students are
presented with a variety of possible resources and how to use each in order to
find their answers. An analysis of this phase showed that in order to complete
this phase, several of the skills mentioned in the grade level expectations are
needed, including to analyze the text, to establish purpose, to distinguish text
feature to enhance comprehension, to use reference sources, to use vocabulary
expansion strategies to assess word meaning, to distinguish between relevant
and insignificant details in a variety of texts and sort and organize relevant
events. Comprehending and Integrating, the third phase, allows students to
merge the information found from a variety of resources and organize it in a
coherent form. By doing so, students will have to detect important details,
compare texts information and summarize his/her findings, all skills specified in
the DEPR’s document. The fourth and final phase is, Communicating to Others.
During this phase, students will be able to express their new knowledge and
findings in a precise and convincingly manner.
24
Then, after analyzing the CORI model for its compatibility with the DEPR’s
Content Standards and Expectations, the specific needs for ESL readers in order
to adapt CORI to the reading expectations of the DEPR were determined.
Immediately, we decided that direct vocabulary instruction had to be included in
order for CORI to be effective for ESL learners. All in all, ESL learners need to
know the meaning of unfamiliar words in order to comprehend what they are
reading. Furthermore, scientific research states that students need direct
vocabulary instruction to enhance their knowledge of common vocabulary words
(learned indirectly) and comprehend what is being read (Ambruster, Lehr,
Osborn, 2003). A vocabulary instruction component as an ESL supporting skill
was added to the original CORI’s model in order to impact positively the ESL
student reading experience and language acquisition.
Because CORI is designed with a science inquiry approach, the next step
was to decide on a theme that will capture the attention and motivate ESL
students to perform. The DEPR’s Science program Content Standards and
Expectations document was studied. Both for intermediate (8th grade) and high
school (10th) levels, Environmental Sciences was required as a subject and the
overall objective of the environmental science curriculum for secondary level (7th
to 12th) was that the student be able to recognize that science is integrated,
inquisitive and as a result of the dynamics of nature (DEPR, 2007). Topics from
this area were selected and the conceptual theme natural resources and their
preservation was chosen because of their relation to a topic frequently
discussed: global warming. The concepts of: Water Resources and Trees were
25
selected and assigned to 8th and 10th grade respectively under no other
specification or guidelines given that they could both be worked within any grade
level by adjusting the levels of difficulties accordingly.
Modification of the CORI model to adapt it to ESL learners was the next
step. For each of CORI’s phases there is a reading instruction, science inquiry,
motivational support and reading-science integration section. To fulfill ESL
learner’s needs, a new section, ESL support, was added. The section was
accommodated before any other because ESL students need their direct
vocabulary instruction before being immersed in CORI’s other phases. If they
don’t understand their vocabulary none of the other sections and phases would
make sense, possibly affecting their motivation. Once students learned and
worked with the vocabulary they would be ready to work on the other sections.
After adapting CORI to ESL learners, the new design was named CORI + for
ESL learners. CORI + is adapted and ready to benefit ESL learners while
providing CORI concepts and specific ESL language skills.
The final step was the creation of a teachers guide to assist in the
implementation of the framework. Descriptions of each of CORI + for ESL
learner’s phases were included. It was organized so that teachers could read
and prepare themselves before implementing CORI+ for ESL learners in their
classrooms. Also, a complete and detailed CORI + for ESL learners chart, for
both 8th and 10th grade levels, on each of the themes which could be adapted by
the teacher according to the group’s specific learning needs or use it as it is
presented were included. The guide, as any other, was prepared to pique
26
teachers’ interest and originality in order to use and implement CORI+ for ESL
learners in their classrooms.
27
Chapter 4: Results
As a result of the research and the modifications made to the original
CORI model, the need for the creation of a teacher’s guide was presented.
Therefore, this chapter contains all the specifications for the teacher to be able to
implement the adapted CORI model for ESL learners.
The teacher’s guide includes descriptions of each of CORI+ for ESL
learner’s phases and is organized so that teachers can prepare themselves
before implementing CORI+ for ESL learners in their classrooms. Also, a
complete and detailed CORI+ for ESL learners curricular segments, for both 8th
and 10th grade levels, on each of the themes which could be adapted by the
teacher according to the group’s specific learning needs or use it as it is
presented were included.
Teachers Guide
The purpose of this guide is to assist teachers of ESL to implement CORI+
for ESL learner in their classroom. It explains and demonstrates CORI’s principle
of conceptual theme while connecting with science inquiry. Additionally, it
emphasizes on direct teaching for reading strategies, providing a section for ESL
support, motivational support and collaboration in order to succeed in the
implementation and effective results of the framework.
Through out this guide, you’ll notice the use of CORI’s principles in
multiple and various ways, yet the range of possibilities is infinite and ready to be
adapted. The overall goal is to engage students in reading and increase reading
comprehension skills as they gain both science concepts and ESL skills.
28
Phase 1-Observe and Personalize (approximately 2 weeks)
This stage involves teacher preparation of probably a week or two to
gather necessary materials to be utilized through out the phases. This is where
students will be able to explore, activate background knowledge and ignite their
curiosity about the topic; therefore, and because this CORI is adapted to ESL, it
is imperative to begin by discussing vocabulary. Direct vocabulary teaching is
essential for CORI to succeed. Students must understand the words and be able
to use them in order to produce. Materials, resources or information to pique
their interest in the topic must be ready and available. It is important to prepare
the classroom environment accordingly in relation to the concept using materials
such as posters, pictures, books, a series of texts of different genres and of all
possible life species related to the topic to be discussed. Also teachers must
guide students on how to record information, what is it that they should observe
and how to interpret the data collected. The observation and personalization
periods must be taken outside of the classroom. If possible, a field trip should be
arranged. However, even an around the school yard exploration and/or
community exploration will provide students the opportunity to experience the
theme in real life. Such activities allow students to not only become interested in
the topic, but to activate background knowledge and personalize their interests
by formulating specific questions. These questions formulated by the students
will guide the other CORI phases.
Phase 2- Search and Retrieve (approximately 1 week)
29
This phase is about conceptualization. Students will have the opportunity
to experience hands-on activities while acquiring ESL. First, follow up must be
given to the ESL support section and direct vocabulary instruction. If you notice
in the instructional plan samples, all the vocabulary words were introduced from
day one, however, students are working with them in small sections. During this
stage, they are to select some of those words (amount depends on total of
words, group size, etc.) and actually work on a specific activity with them. This
will keep their vocabulary knowledge “alive” as they move on from phase to
phase through out the framework. Next, students will begin a searching cycle
based on their own questions in regards to the topic for which is very important
for teachers to remember that it is the students’ questions that are being
investigated. Teachers must facilitate and guide students first, to narrow their
questions and then to search for the answers. The searching process must
include a variety of resources to expand their practice and knowledge of
retrieving information. Teachers should also guide students on how to record
important facts and/or details found as a result of their search. Teachers’ active
role will indeed maintain high motivational levels in students as they are
encouraged to keep “discovering” things about their topic while searching for
answers to their questions. The focus of the teacher in this phase is crucial.
You will not only teach how to search and retrieve information, but model it,
practice it, and serve as a coach through your own efforts.
Phase 3- Comprehend and Integrate (approximately 2 weeks)
30
To comprehend and integrate also involves conceptualization. Students
are processing the information they have found and their brains are acquiring the
new information. For ESL support, the use of games is recommended to
reinforce knowledge while motivating subconsciously. The focus of this phase is
for students to express their new knowledge in a cohesive and coherent form. It
is then the teachers’ role to help, not only with summarizing skills, but to organize
the information by the use of conceptual maps or other means appropriate for/or
according to the groups’ individual needs. As student’s gather their organized
data teachers’ should note their progress from what they knew previously to what
they have learned based on their own efforts of questioning, reading, searching,
retrieving, comprehending and organizing.
Phase 4- Communicating to Others
By the time students reach this stage they should be filling ready enough
to let others know what they had learned. This phase is considered the
application stage. Students are able to demonstrate what they had learned by
any method they feel most comfortable with. For the ESL support, students
should already recognize the vocabulary utilized through out the phases and be
ready to compose their own sentences out of their original context and placing
them in a different one. The possibilities should be diverse and flexible enough
that they can express their new knowledge in a personalized way. Some
methods could be the creation of posters, wall murals, writing books, acting
performances, among others. Again, it depends on the students and/or groups
individual needs the method that best fits individual learning styles to fulfill this
31
task. The teachers role in this phase is to help students in their preparations for
the presentations. The audience, for example fellow students, parents or
teachers (decided according to students’ comfortable level), will be allowed to
ask questions after the presentation, so the students (now the experts) should be
prepared to answer them. This phase of CORI is essential since it allows
students to develop a sense of ownership while expressing their thoughts about
what they have “discovered”.
Sample Instructional Plans
For each of CORI phases, examples of two plans are presented; one for eighth
and one for tenth grade levels. The duration of each of the plans is of
approximately eight (8) weeks. The time frame will vary according to each
group’s specific needs. Additionally, the instructional plan for each level is based
on a different concept to provide a better idea of the possibilities of working with
concepts. The concept of “Water” was selected for eighth grade and the concept
“The value of trees” for tenth grade level. Both concepts were selected as they fit
with both the goals and expectations of Puerto Rico’s Science and English
programs. Additionally, it is imperative to select a theme that the student will find
motivating, interesting and relevant. Both water and trees are relevant topics
nowadays due to environmental issues and of interest to all when provided with
multiple learning possibilities while acquiring ESL.
32
Observe and personalize
10th grade Value of trees
CORI-ESL phases Reading strategy instruction Science inquiry activities Motivational support Reading-science integrations
Explore (11 days)
ESL support Activating background knowledge
1-2 days
Observing 5 days
Interacting with Real World 1 day
Relating
2 days
Direct vocabulary instruction
Present
vocabulary words to be worked with through out
CORI phases.
Select five vocabulary words and
“think aloud” word meaning with a partner.
Write personal definitions next to each word in
vocabulary notebook.
Relate the information
students already know about trees
to information found in reading materials (stories
and/or other informational
texts).
Questioning
Ask questions about a tree’s function, basic
needs, life stages and their role in the community and compare
such with those of a human being.
Students will observe and
record information about trees and their local habitats
(observing around school yard and around their community).
Record and photograph the
different trees and its characteristics (texture, height, leaves shapes and/or forms,
colors, etc.) Also notice trees surrounding
living habitants, such as: animals, plants and/or birds.
Designing investigation
A hypothesis will be posed about the ecosystem of a
forest and will investigate the layers of a forest (composed of different sizes and types of
trees).
Guide students in noticing the types of trees during school yard observation.
Pique their curiosity by
identifying quantity, types, textures of trees, provoking
questions for further reading.
Student’s choosing
Students will choose three of their proposed questions to
discuss in class. In addition, class will be divided in
groups which will select a tree sub-theme to study.
Having read the African folk tale, “why monkeys
live in trees”, and observed a documentary
about trees and their functions in our
environment (dept. Of natural resources);
students will relate such information to what they
had gathered at their school yard and
community observation periods.
Compare and contrast
Student’s groups will prepare a Venn-diagram
sheet where they will present information on different types of trees
(each group will select two kinds of trees to work
with).
33
Search and retrieve
10th grade Value of trees
CORI-ESL phases Reading strategy instruction Science inquiry activities Motivational support Reading-science integrations
Conceptualization (6 days)
ESL support Searching 1-2 days
Collecting data 2 days
Expanding knowledge goals 1 day
Connecting interests 1 day
Direct vocabulary instruction
Verify personal
definition of vocabulary
words with a thesaurus.
Work with a partner to generate
analogies with the vocabulary
words.
Groups will gather information from multiple sources
to answer personal and
group questions about trees roles in the community
and in forests.
The classroom environment will be prepared with
resources to answer such questions.
Identify layers of trees by
observing pieces of different types of lumbers. Categorize trees according to where they
grow, how long it takes to grow, how old they grow.
identify layers of forest,
according to trees types and sizes, by observing several
forests pictures.
Read and research about
trees and its impact on forests; students will look for answers on their personal
and group’s questions.
Notice similarities between trees and forests observed
and studied during the field trip and those presented in the documentary and
literature read through the searching of information.
34
Comprehend and integrate
10th grade Value of trees
CORI-ESL phases Reading strategy instruction Science inquiry activities Motivational support Reading-science integrations
Conceptualization (10 days)
ESL support Summarizing 2 days
Representing data 3 days
Using interest texts 2 days
Contrasting domain learning 3 days
Direct vocabulary instruction
Select a deck of
cards to play “remember
me?”, vocabulary
game.
With a partner, each student will take turns select correct definition card
for each vocabulary card they’re playing. (based on the
“concentration” game).
Summarize
relevant information about trees to answer questions (both personal and of
group). The information will be presented using
index cards.
Organizing graphically
Use a conceptual map to present
the different types of trees studied. Present forests
ecosystems according to the
types of trees and where or in which forest they could
grow, emphasizing the
tree-forest relationship.
Create a histogram to show
the stages or life of a tree in a forest.
Organizing investigation
Create a poster wall of any
type of forest, illustrating the different types of trees and its function and importance in the environment, emphasizing the
importance of tree conservation.
Read and discuss poem: “trees”. Use, along other resources, to search and
find information about a tree of their choice.
Collaborating
Students from different
groups will exchange ideas and information in regards to the trees they had chosen to investigate. They will also exchange tips and sources
that helped them while searching for the
information.
Distinguish text and
science resources that help them learn about
botany and all its branches or that of their
interest.
Combining conceptual learning
Results from the trees
investigations (according to each group’s
investigation) will be merged and displayed as
whole.
35
Communicating to others
10th grade Value of trees
CORI-ESL phases Reading strategy instruction Science inquiry activities Motivational support Reading-science integrations
Application (7 days)
ESL support Communicating literacy 2-3 days
Communicating science Coordinating motivational support 1-2 days
Integrate reading and science 1-2 days
Direct vocabulary instruction
Select five vocabulary words and construct
different types of sentences
with each.
Present to an
audience (using any method of presentation-
panel presentation, commercial
presentation, act, etc.) The topic of
“value of trees” as a branch of botany
and the importance
conserving such. Discuss strategies
learned to complete this work for the benefit of those who have
not had the experience.
Share with the audience about
the scientific content and process learned through out
the project.
Prepare and present an
events chart and/or moments of curiosity while learning about the concept
of trees.
Select to write either a
journal or narrative essay to express thoughts of or about experiences while
working with and comparing what was
learned from sources and what was learned from hands on experiences.
36
Observe and personalize
8th grade Water resources of Puerto Rico
CORI-ESL phases Reading strategy instruction Science inquiry activities Motivational support Reading-science integrations
Explore (11 days)
ESL support Activating background knowledge
1-2 days
Observing 5 days
Interacting with real world 1 day
Relating
2 days
Direct vocabulary instruction
Present
vocabulary words to be worked with
through out cori phases.
Select five vocabulary words and
share with a partner possible word meanings
for each.
Look for and write definitions
next to each word in
vocabulary notebook.
Relate the information
students already know about water
to information found in reading materials (stories
and/or other informational
texts).
Questioning
Ask questions about water resources functions,
purposes and their role in the community and need for human
beings.
Activate previous knowledge and experiences into learning
process.
Observe and record information about water
resources in their communities.
Identify different types of bodies of water or water
resources in their communities.
Identify plants, animals and/or
other habitants observed in each body of water
environment.
Designing investigation
A hypothesis will be posed about water resources.
Support students in noticing the different bodies of water
in order to pique their curiosity for further reading.
Identify bodies of water, their
uses, cycles and habitats they noticed during observation period
provoking questions for further reading.
Student’s choosing
Students will choose three of their proposed questions to
discuss in class. In addition, class will be divided in
groups which will select a water sub-theme to study.
Having read the selection, “water”, by Helen Keller, students will relate the information provided to
what they had gathered at their community
observation periods.
Compare and contrast Student’s groups will
prepare a comparison chart where they will
present information on different types of water
resources (each group will select two kinds of water resources to work with).
37
Search and retrieve 8th grade
Water resources of Puerto Rico CORI-ESL phases Reading strategy instruction Science inquiry activities Motivational support Reading-science
integrations Conceptualization
(6 days) ESL support Searching
1-2 days collecting data
2 days Expanding knowledge
goals 1 day
Connecting interests 1 day
Direct vocabulary instruction
Use a
thesaurus to search for
synonyms of the vocabulary
words.
Work with a partner to
create a picture or drawing of
the vocabulary words meaning.
Groups will gather information from multiple sources
to answer personal and
group questions about water
resources and its role in the
community.
The classroom environment will be prepared a
variety of resources to answer such questions.
Identify the main water
resources available in Puerto Rico and categorize each by its function, purpose and/or
use.
Complete the water cycling chart (provided by teacher)
and determine the importance of each.
Expand goals from
conceptual theme to guide reading. Show mastery of
knowledge related to personal questions.
Expand reading and
researching to answer personal and group’s questions about water
resources.
Notice similarities between
community observation periods and data from
different resources related to bodies of water and the environment surrounding
each.
38
Comprehend and integrate 8th grade
Water resources of Puerto Rico CORI-ESL phases Reading strategy instruction Science inquiry activities Motivational support Reading-science
integrations Conceptualization
(10 days) ESL support Summarizing
2 days Representing data
3 days Using interest texts
2 days Contrasting domain
learning 3 days
Direct vocabulary instruction
Play bingo
game adapted for vocabulary
instruction.
Summarize the
context by identifying
relevant details of the text.
Organizing graphically
Use a graphic organizer to present the
different types of bodies of waters.
Present water ecosystems
according to the body resource
and its location, emphasizing the
water conservation
issue.
Summarize and detect
important details by Creating tables or charts to show the function of water
according to its source.
Organizing investigation
Make a poster of any type of water resource, illustrating its function in the environment
and the importance of conserving for such.
Read and discuss poem:
“April rain song” by Langston Hughes. Measure water fall
during the week. Use this information, along other resources, to search and find information about a water resource of their
choice.
Collaborating
Students from different groups will exchange ideas
and information in regards to bodies of water they had
chosen to investigate. They will also exchange tips and sources that helped them
while searching for the information.
Distinguish text and
science resources that help them learn about hydrology and all its
branches or that of their interest.
Combining conceptual learning
Results from the bodies of
water investigations (according to each group’s
investigation) will be merged and displayed as
whole.
39
Communicating to others
8th grade Water resources of Puerto Rico
CORI-ESL phases Reading strategy instruction Science inquiry activities Motivational support Reading-science integrations
Application (7 days)
ESL support Communicating literacy 2-3 days
Communicating science Coordinating motivational support 1-2 days
Integrate reading and science 1-2 days
Direct vocabulary instruction
Select the vocabulary
words of their choice and develop a
situation where they could be use in context.
Present to an
audience (using any method of presentation-
panel presentation, commercial
presentation, act, etc.) The topic of “water resources in Puerto Rico” as
a branch of hydrology and the
importance conserving such.
Discuss strategies learned to
complete this work for the benefit of those who have
not had the experience.
Share with the audience about
the scientific content and process learned through out
the project.
Prepare and present a collage to show events
and/or moments of curiosity during the learning process about conserving our water
resources. The collage will be displayed
during student’s presentations.
Select to write either a journal or narrative or
expository three paragraph composition to express their experiences
working with and comparing what they had learned from sources and
what they learned from hands on experiences.
40
A Final Note to Teachers
Working with CORI + for ESL learners may seem overwhelming like any
other new program or curriculum. However, as a dedicated ESL teacher, it is
worth the effort of preparing yourself and gathering all the materials needed to
implement this framework for the enjoyment and acquisition of ESL of your
students. They will acquire the language through a different experience; you will
acquire the eternal personal satisfaction of having realized a job well done!
41
Chapter 5: Analysis and Discussion
Analysis
The purpose of this research was to adapt the Concept-Orient Reading
Instruction (CORI) model created by Guthrie (1993) to the specific needs of ESL
readers. Our adapted instructional framework: CORI+ was extensive,
incorporating the characteristics presented in research on the difficulty of L2
learning in classrooms and the multiple phases of reading comprehension for L2
students. The resulting curricular design and accompanying teacher’s guide is
designed to create a classroom environment that supports students’
development as active, engaged readers. In addition, the CORI+ design is likely
to have multiple cognitive as well as motivational benefits for L2 students.
Finally, the CORI+ design, which integrates language learning and
scientific inquiry is aligned with the English and Science Program Expectations
established by the Puerto Rican Department of Education. With reading
instruction that incorporates both language and content, the design also hopes to
impact learning in both science and English.
Limitations
Because, there was no comparative material on the use of the CORI
concept with ESL students or research on its effectiveness with this population,
there is no assurance that the adaptations made to the original CORI model will
produce the desired results. All of the approaches and components in CORI+
promise to increase student’s motivation for learning, but there is no reported
data with which to compare results for L2 students.
42
In addition, the additional class preparation may dissuade some L2
teachers from implementing the design, since they must master science topics
before beginning with the CORI phases; however, teachers need to recognize
that language and science are not independent of each other, but directly
interwoven in the CORI+ model to maximize the L2 learning process.
The teacher’s guide was created to assist teachers in this aspect. Furthermore,
all certified teachers in Puerto Rico are required to possess adequate scientific
knowledge to pass the General Knowledge section of the certification exams, so
most are familiar with scientific inquiry and the basics of the scientific process.
Related to teacher preparation in scientific inquiry is the need for computer
literacy in order assist students in their search for and retrieval of a diverse texts
and activities. They must also be familiar with the basics of research design.
Finally, the possibility of field trips which form an essential part of the
original CORI model may be difficult to plan due to school policies and
restrictions, but alternatives are provided in the teacher’s guide, and the
possibility of out-of-school assignments for the observation phases are also an
option.
Conclusions
It is accurate to say that CORI can assist students in the process of
conceptual learning in L2 given the appropriate use of cognitive strategies for L2
reading comprehension in both literary and expository texts. The CORI+
framework can be adapted by teachers for use with the topic of their choice. In
addition, it provides for teachers’ exposure to and practice in motivational
43
strategies and activities for L2 students. Direct vocabulary instruction seems to
be the most valuable tool when teaching reading to L2 students, and teachers
need to assist students to reach adequate levels of vocabulary knowledge in
order for them to become life-long learners and readers.
Recommendations
This framework needs to be replicated in elementary levels and with other
science concepts. This should not be difficult, since the original CORI model was
designed primarily for elementary levels. Various methods of vocabulary
instruction should also be compared to determine which is the most effective.
CORI teachers should have a good command of the second language that is to
be the means of instruction and willing to acquire adequate knowledge of the
concept area to be taught. Extensive teacher training in the use of CORI+ in
addition to administrative support in the school is highly recommended and would
be very valuable during the course of the use of this reading instruction design.
44
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