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Essay / Research Paper Abstract
A 4 page paper that begins with comments about the ELL student's difficulties reading in content areas. Some explanations of this situation are provided. The essay reports one program that has increased ELL performance in content areas and an outline of suggestions for teachers to help ELL students learn. Bibliography lists 5 sources.
Page Count:
4 pages (~225 words per page)
File: MM12_PGellcntn.RTF
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Unformatted sample text from the term paper:
content areas because each content area has its own vocabulary that is unique to that subject area (Indiana Department of Education, 2007). There is also an interesting phenomenon that occurs
with English as a Second Language students that is called the "fourth grade slump phenomenon" (Cummins, 2002). It refers to students doing well in Grades 1, 2, and 3 and
then, in the fourth grade, their performance drops and they are behind the norms (Cummins, 2002). The discrepancy continues to grow each year (Cummins, 2002). The cause is believed to
be the fact that beginning in the fourth grade, reading texts become more complex, more technical and more abstract than what is found in everyday interactions (Cummins, 2002). The students
academic vocabularies are not strong enough or large enough to succeed with these new challenges (Cummins, 2002). Numerous studies have reported this same phenomenon (Cummins, 2002). One possible reason for
this decline in performance is a greater on "phonics and phonemic awareness" (Cummins, 2002) in the first three grades than on comprehension and vocabulary development (Cummins, 2002). Studies have shown
performance falling from as much as the 52nd percentile to the 26th percentile between Grades 3 and 6 and by 40 percent between Grades 3 and 5 (Cummins, 2002). These
studies demonstrate the differences between different types of language proficiency: conversational fluency, discrete language skills and academic language proficiency (Cummins, 2002). Academic language proficiency is very different than the other
two types because it is specialized language (Cummins, 2002). It has a different vocabulary and it must be taught as children progress through the grades (Cummins, 2002). While all three
types are important in English-language development, academic language is what students need to succeed in school (Cummins, 2002). Vocabulary is essential in academic language ability (Cummins, 2002). One of the
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