Teaching Reading to English Language Learners

Reviews / Votes

"Reading educators, get ready to have a book at your fingertips that puts all the pieces together for teaching literacy to your ELLs! The authors weave together linguistic concepts with key concepts related to reading, covering both theory and practice. This is a welcome contribution for general education teachers, reading specialists, and, most importantly, ESL/TESOL teachers."--Susan R. Hinrichs, EdD, reading specialist, Winfield (Illinois) School District 34

"Superbly written. The explicit links to theories and methods of language instruction are clearly illustrated with examples and vignettes, providing teachers with a strong research base to inform their reading instruction. The authors include multiple language groups and provide a wealth of strategies for teachers to use. They have adeptly synthesized research from the fields of linguistics, language acquisition, and reading to create an incredibly useful resource."--Minda Morren Lopez, PhD, College of Education, Texas State University


"A timely, comprehensive, and significant contribution to the field. Using a language-based theory of learning as an organizing principle, the authors have produced a research-based book with clear linguistic insight and practical classroom suggestions. This is a useful, linguistically informed resource for teachers of ELLs."--Shondel Nero, EdD, Department of Teaching and Learning, New York University

"This book presents the most current knowledge about key concepts related to linguistics and reading. Writing specifically for those without prior training in linguistics, the authors build the reader's knowledge in incremental steps and provide the scaffolding needed for comprehension. I heartily recommend this book as a text for undergraduate and graduate courses in TESOL and literacy methods. The sections entitled 'How Does this Look in the Classroom?' and 'Questions for Further Study' will be particularly useful for generating collaborative classroom discussions and promoting learning."--Kyle Perkins, PhD, Department of Curriculum and Instruction, Florida International University "A timely, comprehensive, and significant contribution to the field. Using a language-based theory of learning as an organizing principle, the authors have produced a research-based book with clear linguistic insight and practical classroom suggestions. This is a useful, linguistically informed resource for teachers of ELLs." - Shondel Nero, Department of Teaching and Learning, New York University, USA

"This book presents the most current knowledge about key concepts related to linguistics and reading. Writing specifically for those without prior training in linguistics, the authors build the reader's knowledge in incremental steps and provide the scaffolding needed for comprehension. I heartily recommend this book as a text for undergraduate and graduate courses in TESOL and literacy methods. The sections entitled 'How Does This Look in the Classroom?' and 'Questions for Further Study' will be particularly useful for generating collaborative classroom discussions and promoting learning." - Kyle Perkins, Department of Curriculum and Instruction, Florida International University, USA

"Reading educators, get ready to have a book at your fingertips that puts all the pieces together for teaching literacy to your ELLs! The authors weave together linguistic concepts with key concepts related to reading, covering both theory and practice. This is a welcome contribution for general education teachers, reading specialists, and, most importantly, ESL/TESOL teachers." - Susan R. Hinrichs, reading specialist, Winfield (Illinois) School District 34, USA
"Superbly written. The explicit links to theories and methods of language instruction are clearly illustrated with examples and vignettes, providing teachers with a strong research base to inform their reading instruction. The authors include multiple language groups and provide a wealth of strategies for teachers to use. They have adeptly synthesized research from the fields of linguistics, language acquisition, and reading to create an incredibly useful resource." - Minda Morren Lopez, College of Education, Texas State University, USA

"Among the impressive elements of the book is its user-friendly nature... Makes linguistics comprehensible... Another positive feature of this volume is its practicality for reading specialists, ESL instructors, and mainstream teachers....The authors demystify the world of linguistics while still making it interesting and useful. In addition, the practicality of the text will be highly appreciated by working professionals and new teachers, alike. Thus, it is appropriate for the P-12 audience for whom they wrote it. However, due to its largely age-neutral activities, it can also be used by those who work with young adults in community colleges and pre-college intensive English institutes." - Alex Poole, Tapestry Journal, Vol. 2, No. 1, Winter 2010

"A timely contribution for practitioners looking for sound information... combines progressive pedagogical practices with language acquisition theory and research... An excellent resource for university literacy methods courses. Instructional leaders in schools, reading teachers and specialists, ESL teachers, and general education teachers would also benefit from this book. As classrooms become more diverse, a solid understanding of linguistic principles is a must and this book engagingly describes literacy and linguistic theories applicable to educators... The authors' extensive knowledge of both the reading and language acquisition processes provide a theoretically sound, yet practical and readable resource. The book provides the 'why' and 'how' for reading instruction in today's linguistically diverse classrooms and demonstrates it is possible to marry current literacy research and pedagogy with linguistics. Many teachers today have English learners in their classrooms and confess to not being sure of how to meet their language development and academic needs. This book offers both theory and very concrete direction." - Education Review (Lucy K. Spence, December 23, 2010)