How Vocabulary, Reading, and Speaking about Grade Level Topics Help English Language Learners - Research Paper Example

Word recognition, writing, reading, speaking, and vocabulary are fundamental for all learners at all levels of education. These skills need to be taught in the 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 on 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.

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 shown that explicit vocabulary instruction is one of the issues that are currently occurring at different levels including the secondary and primary levels. Other studies have also suggested that the development of vocabulary is essential for reading comprehension. This study also shows that explicit instructions in reading and writing can impact student’s grades. However, further research such as research conducted by Pressley (2000) suggests the need for explicit instruction in vocabulary, reading, writing, listening, and speaking about grade-level topics play a key role in determining the student’s overall performance. This is particularly true when it comes to secondary school students as explicit instruction in vocabulary, reading, writing, listening, and speaking offers more challenges than at the primary level. Secondary school students just like primary school young readers have distorted conceptions of what writing, reading, speaking, and listening entails. They tend to be more focused on word fluency and recognition, and not to develop high levels of comprehension of the text.