Overview
Teaching reading comprehension to English learners (ELs) in secondary schools presents unique challenges, as these students must navigate the complexities of academic texts and the intricacies of language acquisition. Effective instruction requires a research-based approach that considers the diverse linguistic, cultural, and cognitive backgrounds of these learners. Recent studies highlight the importance of integrating strategies that build both language proficiency and content knowledge, essential for helping ELs develop the skills needed to comprehend complex materials. Fostering metacognitive awareness through strategies like summarizing, questioning, and making connections can empower students to become active and strategic readers. This approach recognizes the need for a supportive, inclusive classroom environment that encourages language development while promoting academic achievement in content areas. Further research may help educators provide English learners with the tools to thrive as capable readers in secondary school. Teaching Reading Comprehension to English Learners in Secondary School: A Research-Based Approach explores various aspects of teaching reading comprehension to English Second Language (ESL) learners in secondary schools. It examines current challenges and evidence-based strategies in reading comprehension. This book covers topics such as language learning, reading strategies, and teacher training, and is a useful resource for academicians, researchers, and scientists.
Full Product Details
Author: Madoda Cekiso ,
Florence Olifant ,
Kouider Mokhtari
Publisher: IGI Global
Imprint: IGI Global
ISBN: 9798337301457
Pages: 364
Publication Date: 23 April 2025
Audience:
College/higher education
,
Professional and scholarly
,
Tertiary & Higher Education
,
Professional & Vocational
Format: Paperback
Publisher's Status: Active
Availability: In Print
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Author Information
Madoda Cekiso PhD, is a full professor in the Department of Applied Languages at Tshwane University of Technology. His areas of specialization are psycholinguistics, sociolinguistics, and onomastics. Tilla Olifant , who holds a Doctorate in Language Practice (DDLP), is a lecturer in the Department of Applied Languages at Tshwane University of Technology. She teaches English, Research Methodology and Psycholinguistics. Her research focuses on the reading practices of secondary school learners using English as a First Additional Language. Kouider Mokhtari , (Ohio University), holds the Anderson-Vukelja-Wright Endowed Chair and serves as the Director of the K-16 Literacy Center at the University of Texas at Tyler.
