Language development and reading acquisition (i.e., emergent, early, fluent) and variations related to cultural and linguistic diversity.
Cultural and linguistic diversity will certainly effect how a child begins the journey of language development and reading acquisition. Language experiences begin during infancy in every child's home environment, and the child acquires knowledge of language through experiences in his/her surroundings. Children's movement through the stages of reading and writing acquisition is closely tied to their language development. For these reasons, it is important for educators to have an understanding of their students' individual backgrounds and environments. Even if all of the students in one class spoke the same language as the teacher, discrepancies would exist in students' vocabulary knowledge, acquisition stage, dialect, and prior oral and written language experience. Added challenges arise for teacher and student when considerable differences in language and culture exist. Educators who are aware of this are able to investigate ways to accommodate these needs and can provide a supportive learning environment for all students.
The first artifact is a chart from Burke, Goodman, & Watson's book, Reading Miscue Inventory: From Evaluation to Instruction (2005) (p. 85). This diagram represents examples of miscues due to variations of sounds, syntax, vocabulary, and meaning. Dialect must be taken into consideration when a difference exists in the dialect of the author and reader. Educators cannot be preoccupied with reader miscues surrounding standard English usage, but rather with comprehension. The second artifact is from chapter 20 in Block & Parris' book, Comprehension Instruction: Research-Based Practices (2008). The authors discuss research related to comprehension instruction for English language learners (ELLs). A common theme is that effective instruction for native English-speakers is similar to effective instruction for ELLs, but oftentimes ELLs are provided remedial activities instead. ELLs may need instructional accommodations, but this is usually due to limited English proficiency rather than learning deficiencies. These artifacts represent my knowledge of reading acquisition and the how cultural and linguistic differences effect it.
Cultural and linguistic diversity will certainly effect how a child begins the journey of language development and reading acquisition. Language experiences begin during infancy in every child's home environment, and the child acquires knowledge of language through experiences in his/her surroundings. Children's movement through the stages of reading and writing acquisition is closely tied to their language development. For these reasons, it is important for educators to have an understanding of their students' individual backgrounds and environments. Even if all of the students in one class spoke the same language as the teacher, discrepancies would exist in students' vocabulary knowledge, acquisition stage, dialect, and prior oral and written language experience. Added challenges arise for teacher and student when considerable differences in language and culture exist. Educators who are aware of this are able to investigate ways to accommodate these needs and can provide a supportive learning environment for all students.
The first artifact is a chart from Burke, Goodman, & Watson's book, Reading Miscue Inventory: From Evaluation to Instruction (2005) (p. 85). This diagram represents examples of miscues due to variations of sounds, syntax, vocabulary, and meaning. Dialect must be taken into consideration when a difference exists in the dialect of the author and reader. Educators cannot be preoccupied with reader miscues surrounding standard English usage, but rather with comprehension. The second artifact is from chapter 20 in Block & Parris' book, Comprehension Instruction: Research-Based Practices (2008). The authors discuss research related to comprehension instruction for English language learners (ELLs). A common theme is that effective instruction for native English-speakers is similar to effective instruction for ELLs, but oftentimes ELLs are provided remedial activities instead. ELLs may need instructional accommodations, but this is usually due to limited English proficiency rather than learning deficiencies. These artifacts represent my knowledge of reading acquisition and the how cultural and linguistic differences effect it.