Effective Early Literacy Intervention for English Language Learners at Risk for Reading Difficulties and Language Support for Translation Students

• 발행기관: 한국통번역교육학회
• 저자명: Choi Eun jeong
• 간행물 정보: 『통번역교육연구』제11권 제3호, 179~200쪽, 전체 22쪽
• 주제분류: 어문학 > 영어와문학
• 파일형태: PDF
• 발행일자: 2013.12.31

영문 초록

This literature review described effective instructional approaches and literacy curricula to teach essential reading skills to English language learners (ELLs) at risk for reading difficulties and investigate the applicability of these effective literacy instructional strategies for translation students who are required to linguistically and culturally be responsive to both their native language and second language. Findings indicated that explicit instruction through the direct instruction approach was effective with ELLs struggling with reading. Teaching methods that incorporate evidence-based instruction in general educational settings into supplemental, intensive, small group instruction are deemed effective for these students. In addition, intervention studies on the effectiveness of commercial reading programs provided evidence for the applicability and feasibility for ELLs at risk for reading problems. There is also a need to investigate how to take advantage of first language for second language acquisition given a translation that is effective for both learning and teaching.

목차

I. Introduction

II. Effective Instructional Approaches to Teaching ELLs Struggling with Reading

III. Effective Literacy Curricula for ELLs at Risk for Reading Difficulties

IV. Supplemental, Commercial Reading Intervention Reading Programs

V. Conclusion

참고문헌

Abstract

키워드

읽기 중재 제 2언어로서의 영어 학습자 번역 학습자 읽기 어려움이 있는 학생 읽기 어려움 reading intervention ELLs translation students struggling readers reading difficulties