I'd like to add a comment along these lines as well.  Many ESL students who have low L1 literacy have become, by necessity, strong auditory learners.  Hearing the reading aloud can be a bridge for them between the written text and the oral language.  However, in teaching reading to all levels of ESL students, I never have one student read out loud to the class. (It seems to me to leave the rest of class potentially unengaged for those moments.)

The model I use is: instructor reads material to students and leads discussion of vocabulary and comprehension; instructor reads one sentence at a time with students repeating each sentence and then again discuss vocabulary and comprehension.  Then instructor and students read chorally together.  After that, as a review later, students read out loud, one at a time, in small groups of three to four while the instructor moves from group to group and monitors their reading.


________________________________
From: Literacy Alliance of Brevard <literacy at cfl.rr.com>
Reply-To: The Assessment Discussion List <assessment at nifl.gov>
Date: Wed, 27 May 2009 18:04:28 -0700
To: The Assessment Discussion List <assessment at nifl.gov>
Subject: [Assessment 1923] Re: Just joining us?

I want to add one more comment about reading out loud that has not been addressed.  If someone is an auditory learner, reading comprehension and recall of text is greatly aided by listening to himself read.  Many students have IEP's written so they are tested in isolation and can read the test materials out loud.

Margie Kinslow
Executive Director
Literacy Alliance of Brevard/
Brevard Adult Literacy Volunteers
609 Garden Street
Titusville, FL 32796
Cell:  321-917-8952
literacy at cfl.rr.com
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From:  Marie Cora <mailto:marie.cora at hotspurpartners.com>

To: Assessment at nifl.gov

Sent: Wednesday, May 27, 2009 5:59  PM

Subject: [Assessment 1922] Just joining  us?





Hi all,

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