Linking Reading Comprehension Instruction to Language Development for Language-Minority Students

Abstract

Developing oral language proficiency in language-minority students often takes precedence over reading comprehension despite suggestions, from research, to the contrary. In this article we explore the use of reading comprehension instruction to develop oral language in language-minority students. The article is an outcome of our work on collaborative reading instruction in classrooms with a high percentage of language-minority students in grades 1-8. On the basis of classroom observations, analyses of videotapes of literacy teaching, conversations with teachers and administrators, and demonstration lessons, we identified 6 teachable abilities that could be developed in students to increase both reading comprehension and language development. These include English-language flexibility, use of abstract and less imageable basic vocabulary, consideration of larger contexts, determination of important and unimportant aspects of text, elaboration of responses, and engagement in natural conversations. A discussion of these abilities is followed by 10 instructional suggestions that draw on the primary language, cognitive strengths, and social skills of language-minority students: shared reading; vocabulary networking; expanding contexts; predicting; imagery; text structures; questioning, identifying problems, and sharing strategies; explaining text; culturally familiar informational texts; and conversational opportunities. Recommendations for implementing these instructional suggestions, by grade level, are included.