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Vocabulary Myths: Applying Second Language Research To Classroom Teaching This webpage is a summary of the above-mentioned book by Keith Folse, currently Associate Professor of TESOL at the University of Central Florida. The core of the book is a discussion of eight myths about learning and teaching vocabulary: The eight myths are: For language teachers the main insights from the research that Folse analyses are: Vocabulary is crucial to both communication and comprehension;Vocabulary needs to be explicitly taught and learned; it will not develop quickly enough through simple exposure to written or spoken language. For non-language teachers the main insights are: It is important to be aware of the English words and phrases that are likely to cause most difficulty for ESL students. Preface Folse notes that for many years until the mid 1990's researchers and teachers generally underestimated the importance of vocabulary in second language (SL) development. [More on comprehensible input] More on comprehensible input An introduction to the work of Stephen Krashen

25 Reading Strategies That Work In Every Content Area 25 Reading Strategies That Work In Every Content Area Reading is reading. By understanding that letters make sounds, we can blend those sounds together to make whole sounds that symbolize meaning we can all exchange with one another. Without getting too Platonic about it all, reading doesn’t change simply because you’re reading a text from another content area. Only sometimes it does. Science content can often by full of jargon, research citations, and odd text features. Social Studies content can be an interesting mix of itemized information, and traditional paragraphs/imagery. Literature? This all makes reading strategies somewhat content area specific. But if you’d like to start with a basic set of strategies, you could do worse than the elegant graphic above from For related reading, see 50 of the best reading comprehension apps, different ways your school can promote literacy, or how reading in the 21st century is different. 1. 2. 3. 4. 5. 6. 7. 8. 9. 10. 11. 12. 13.

Wolfram|Alpha: Computational Knowledge Engine How Spelling Supports Reading And why it is more regular and predictable than you may think Much about spelling is puzzling. Our society expects that any educated person can spell, yet literate adults commonly characterize themselves as poor spellers and make spelling mistakes. Many children have trouble spelling, but we do not know how many, or in relation to what standard, because state accountability assessments seldom include a direct measure of spelling competence. Few state standards specify what, exactly, a student at each grade level should be able to spell, and most subsume spelling under broad topics such as written composition and language proficiency. Nevertheless, research has shown that learning to spell and learning to read rely on much of the same underlying knowledge — such as the relationships between letters and sounds — and, not surprisingly, that spelling instruction can be designed to help children better understand that key knowledge, resulting in better reading. But what about spell check?

Strategier för läsning Det pratas en del om strategier på nätet för läsning och främst inom svenska språket. Ni har väl inte missat av Marie Trapp som vann Svenska Akademiens svensklärarpris 2013 för sin roll inom Lässtrategier, Susanne Nystedts videoscribes om lässtrategierna på Youtube som nominerade henne till guldäpplet och Alexandra Wastessons personifierade läsfixare. De har hämtat inspiration från Barbro Westlund lässtrategier som hon skriver om i sin bok Att undervisa i läsförståelse. Westlund menar att det inte räcker för elever att läsa mycket, de måste få strategier för att förstå det de läser. Genom att ge lärare ett gemensamt språk kan man sätta ord på det man redan gör i sin läsundervisning och vad man eventuellt inte gör. Läsinlärningen i svensk grundskola genomgår fyra steg, där steg ett innebär att man lär sig avkodningen av bokstäverna, steg två automatiserar läsningen, steg tre att man får en läsförståelse och fjärde och sista steget att man får läslust och en vilja att läsa böcker. 1. 2.

Läsförståelsestrategier i praktiken åk 4-6 by Malin Jonsson on Prezi