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How Direct, Explicit Instruction in Vocabulary, Reading, Writing, Listening, and Speaking about Grade Level Topics Using Grade Age-Appropriate Text Help English Language Learners (Ells) at The Secondary Level - Research Paper Example

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In recent years, a large number of studies have hypothesized that fluency and automaticity would lead to the automatic comprehension of a text. These studies have also showed that explicit instruction in vocabulary is one of the issues that are currently occurring at different levels including secondary and primary level. …
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How Direct, Explicit Instruction in Vocabulary, Reading, Writing, Listening, and Speaking about Grade Level Topics Using Grade Age-Appropriate Text Help English Language Learners (Ells) at The Secondary Level
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Extract of sample "How Direct, Explicit Instruction in Vocabulary, Reading, Writing, Listening, and Speaking about Grade Level Topics Using Grade Age-Appropriate Text Help English Language Learners (Ells) at The Secondary Level"

Download file to see previous pages This study sought to explore explicit instruction in vocabulary, reading, Writing, listening, and speaking with a view to ascertain how speaking about Grade Level Topics Using Grade Age-Appropriate Text can help English Language Learners (Ells) at the Secondary level. The study employed a quantitative study method, in which six secondary English Language Learners were selected to be tested on the ability to decode grade level text. The outcomes were quite favorable as 5 out of 6 students realized an increase in their performances on the QRI comprehension portion. Additionally, the comprehension of students increased when an extra scaffold of the Venn diagram for given. In conclusion, the findings are that students find it more difficult dealing with expository text, and that explicit instruction in vocabulary, reading, Writing, listening, and speaking about Grade Level Topics Using Grade Age-Appropriate Text can help English Language Learners (Ells) at the Secondary level....
.....15 CHAPTER 3: 3.0 Methods……………………………………………………………………………….17 3.1 Research design……………………………………………………………………….19 3.2 Sample population…………………………………………………………………….19 3.3 Data collection………………………………………………………………………..20 CHAPTER 4: BODY 4.0 Results, analysis and discussion………………………………………………….......23 4.1 Summary, conclusions and implications………………………………………..........25 References………………………………………………………………………………..26 How can Direct, Explicit Instruction in Vocabulary, Reading, Writing, Listening, and Speaking about Grade Level Topics Using Grade Age-Appropriate Text to Help English Language Learners (Ells) At The Secondary Level? CHAPTER 1 INTRODUCTION Word recognition, writing, reading, speaking and vocabulary are fundamental for all leaners at all levels of education. These skills need to be taught in classroom at all levels, which brought to the surface the question, “How Direct, Explicit Instruction in Vocabulary, Reading, Writing, Listening, and Speaking about Grade Level Topics Using Grade Age-Appropriate Text Help English Language Learners (Ells) at The Secondary Level.” Generally, limited studies have focused investigating how the impact of direct, explicit instruction in vocabulary, reading, writing, listening, and speaking about grade level topics using grade age-appropriate text can help English language learners (ELLs) at the secondary level. This gap in literature is what informed this study. The focus of this ...Download file to see next pagesRead More
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