Abstract:

The ushering in of the new millennium prompted the broadening of the definition of reading, shifting the focus of reading from the social science discipline of psychology to the process involving cognitive construction (Kamil et al 2000). In the last two decades, there has been a shift to multimodal digital literacies to develop multiple abilities of students in K-12 classrooms to utilize both print-based and digital texts for learning and supporting students from different linguistic and cultural backgrounds (Qi, Hodges, Coleman, 2022). An important finding from the National Early Literacy Panel (NELP 2008) report indicated that measures of complex language are powerful predictors of later reading. Research shows that explicit instruction on the components of language comprehension - vocabulary and semantics, morphology, and syntax - can support language and reading comprehension (Silverman, et al, 2020).

As the pandemic completes its third year, a number of recent studies have revealed that about a third of students in the youngest grades are missing reading benchmarks, which is up significantly from before the pandemic (Curriculum Associates, 2021). Low achievement in literacy scores for learners is of great concern because competency in reading affects learning across various subject areas. Reading is not only a fundamental skill but an essential skill for success and development in life. Literacy skills are recognized as one of the strongest predictors of academic success. Academic success depends on building strong academic language, which is a key to being able to access challenging content and fully engage in learning in the classroom.

This presentation will draw on existing literacy research to build language comprehension of English Learners (EL). The content is embedded in the framework of the 'robust and socially just science of reading' proposed by Auckerman & Schuldt (2020). They recommend that "reading education should attend closely to linguistic, cultural, and individual variation, honoring and leveraging different strengths and perspectives that students bring to and take away from their learning, particularly for students from nondominant cultures." A collaborative teaching approach can work effectively in sharing responsibilities for instruction between content and ESOL teachers, not just for English learners but all learners.

Keywords:

ESL learners, second language learners, building vocabulary, academic language comprehension.