As a Reading Specialist, I regularly think about the complicated process of learning to read. I often think about the reading sub-skills students have control over. In balance I consider the specific area of need a child may have. Most of the time I feel skilled at identifying a student's needs and suggesting an intervention. After years of practice and observations learning to read seems like a fairly linear process, that is uniquely paced for each child.
Many of my students have come here directly from Mexico.
- I wonder where my students are on a language acquisition continuum. There is the ACCESS score, but it seems subjective.
- I wonder when the appropriate time is to begin English reading instruction. Should I wait for students to finish the silent period? Should I wait for only three months or an entire year?
- When I think about this student, should I consider the amount of time they have been in this country?
- How heavily should I weigh a student's ability to read in Spanish and how should it impact English reading instruction?
- Once it is determined a student will benefit from a reading intervention what are some choices that professional have found effective?
These are my questions to you. Please offer suggestions, comment or wonder with me.
