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Recognizing dialects and their unique vocabulary is a major part in ensuring every student succeeds and isn't impeded by linguistic barriers

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Opens up the possibility of multilingual readings, analysis of texts in translation, etc

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Students should be given multiple avenues for writing and expression; using technology/apps for presentation, creative/personal writing exercises

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Choosing texts that invites unique understandings is essential. Consigning the class to tired texts that they see no connection with/personal enjoyment in they won't have as much to talk about/understand

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Making vocabulary a low stakes, habitual practice, like having a notebook for new words, discussion posts where students share their linguistic findings, or using graphic organizers/nonlinguistic aids, helps reinforce language as a skill that needs nurturing

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Focusing on high level words that are applicable to the students' lives is important to generate personal connection and engagement with the work

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Having a classroom environment that invites students to explore language on their own is also important; having resources like dictionaries readily available or answering questions without judgement encourages students to learn and challenge their own linguistic limits

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Activities/assistance could be group sentence writing, providing language frames

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ESL students may need assistance in creating more complex sentences. ESOL strategies can be used to facilitate that skill's improvement; if possibly extra feedback time may also prove beneficial.

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Instruction for older students is required for higher level skills of writing; writing for a specific audience, citation conventions, organizing larger bodies of writing, thorough elaboration of thoughts

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Translating thoughts into written, organized language, word choice, clarity, etc.

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Quality writing is understood through systematic, explicit instruction of students

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The mechanical and organizational skills used for the creation of written utterances (ReadingRockets, 2020f)

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Chomsky, N., & Foucault, M. (2006). The chomsky-foucault debate: On human nature. New Press.

Derrida, J. (1998). Of Grammatology. (G. C. Spivak, Trans.). The Johns Hopkins University Press.
Ebbers, S. (2013, November 7). Linking the language: A cross-disciplinary vocabulary approach. Reading Rockets. Retrieved November 7, 2022, from https://www.readingrockets.org/article/linking-language-cross-disciplinary-vocabulary-approach

Fisher, D., & Frey, N. (2020, July 16). Speaking and listening in content area learning. Reading Rockets. Retrieved November 5, 2022, from https://www.readingrockets.org/article/speaking-and-listening-content-area-learning

Fluency. Reading Rockets. (2022a, October 26). Retrieved November 5, 2022, from https://www.readingrockets.org/teaching/reading-basics/fluency

Kuhl, P. (n.d.). The linguistic genius of babies. Patricia Kuhl: The linguistic genius of babies | TED Talk. Retrieved November 5, 2022, from https://www.ted.com/talks/patricia_kuhl_the_linguistic_genius_of_babies?language=en
Guillory, J. (1993). Cultural capital: The problem of literary canon formation. UNIV OF CHICAGO PRESS.

Phonics and decoding. Reading Rockets. (2020a, October 31). Retrieved November 5, 2022, from https://www.readingrockets.org/teaching/reading-basics/phonics

Phonological and phonemic awareness. Reading Rockets. (2020b, October 16). Retrieved November 5, 2022, from https://www.readingrockets.org/teaching/reading-basics/phonemic

Print awareness. Reading Rockets. (2020c, October 16). Retrieved November 5, 2022, from https://www.readingrockets.org/teaching/reading-basics/printawareness

Reading comprehension. Reading Rockets. (2022b, September 7). Retrieved November 5, 2022, from https://www.readingrockets.org/teaching/reading-basics/comprehension

Vocabulary. Reading Rockets. (2020d, October 16). Retrieved November 5, 2022, from https://www.readingrockets.org/teaching/reading-basics/vocabulary

Vocabulary. Reading Rockets. (2020e, October 16). Retrieved November 5, 2022, from https://www.readingrockets.org/teaching/reading-basics/vocabulary

Writing. Reading Rockets. (2020f, October 16). Retrieved November 5, 2022, from https://www.readingrockets.org/teaching/reading-basics/writing

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Introducing students to the morphology of a word gives them the ability to decode more words in the future, building up skills rather than merely vocabulary (Ebbers, 2013)

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At upper levels, students may feel disincentivized to ask for assistance during exposure to new words, or the class may not be built for those types of questions, so indirect exposure is more difficult. Direct instruction may be required when difficult words are encountered during a text

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Direct instruction is effective at breaking down more complex vocabulary

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Students in poor or socially isolated homes may have less exposure to a broader vocabulary and as a result need additional assistance

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Great deal of vocabulary is learned indirectly, via exposure and observation (ReadingRockets,2020e)

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Words necessary to understand in order for effective communication (ReadingRockets, 2020e)

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Includes comprehension of multimodal media (films, music), collaborating on a problem utilizing evidence, posing questions that connect with broader ideas, among others

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Common Core standards include a focus on oral communication and collaboration, scaffolding throughout years in school (Fisher & Frey, 2020)

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The ability to gather in data from speakers around one and generate an understanding of local language usage through the use of innate abilities to hear and (re)produce sounds (Fisher & Frey 2020, Chomsky 1974)

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Further opens up the possibility of using personal knowledge to inform a reading of a text

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Fluency is a reduction in decoding of words individually, opening up possibility for deeper thinking about a text and the ability for broader criticism of literary texts

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English learners may need assistance in upper levels, when their reading skills aren't on par with their peers. Additional materials may be necessary in order to facilitate the content of ELA classes while simultaneously building up their dual fluency: bilingual materials, closed captions for audio materials, etc

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Ability to read quickly, accurately, and with expression (ReadingRockets, 2022a)

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For older students, this should entail connecting events in a text together and create an understanding of a complex social network within fictional pieces or the reality being described in nonfiction. Comprehension entails taking a well-rounded approach and "reading into the silences" of texts.

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Giving marginalized students a platform to explore their own specialized knowledge is essential to ensuring an equitable classroom. By giving opportunities for students to look at the works of marginalized and truly read past the words on the page to generate a new understanding, the teacher will be facilitating the equitable redistribution of cultural capital in the classroom. (Guillory, 1993)

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In older students in Literary Studies, this involves making connections with other texts (intertextuality) and with guiding forms of literary criticism

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Summarizing
Retelling
Parsing necessary/unnecessary information

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Adjusting pace and rereading/thinking to ensure proper understanding has been reached

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"reading between the lines"

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The active thought used while reading fluently, involves making connections and using a priori knowledge to generate an understanding while reading the text (ReadingRockets, 2022b)

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The author argues that meaning is conveyed through words, and I don't think this is a sound argument. Semantics and syntax play an important part in language, even at that age. Language is just as much about the relation between words, and I would argue that starting from a more comprehensive approach would lead to a stronger contextual decoding of words rather than getting hung up on particular new words when older.

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For older students, this entails learning citation styles, publication information, and possibly includes literary devices.

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For young learners, this process grows to understanding page numbers, titles, the author, and so on.

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Including modes of communication and writing that have been marginalized historically is an essential task for a teacher who is aiming at providing an equal education to all students. Literature extends beyond the purview of the hegemonic boundaries, and the unique styles that develop are likewise suited for their own purposes, which students should be taught how to interact with. Learning about slave narratives or Jewish autobiographical fiction for example and the roles they serve for their authors/communities.

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At the secondary level, students will be learning about how complex texts function and what purpose they serve in a broader context. In the ELA discipline, there exists a wide variety of different literary styles each suited for their own purpose.

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The developed understanding of how individual texts serve different purposes depending on the context the reading takes place (ReadingRockets, 2020c)

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When talking about phonetics its important to understand the relationship between languages that exists within polyglottal individuals. So instead of teaching the right way to say "r," instead focus on phonemes and how different allophones relate to each other in relation to their phoneme.

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This method focuses on student ability and praxis, in other words it gives students a set of tools with which they can proceed to advance their own knowledge of the language through their own ability

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In secondary level classes, students are well established with the English phonetic system broadly, so students can be exposed to new sound systems and learn to decode them as they appear in works being read

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The logical relationship between symbol and sound allow children to interpret and vocally produce newly encountered words (decoding)

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Based on alphabetic principle, supposing an organized relationship between symbols and sounds (ReadingRockets, 2020a)

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Personal speech styles should also be taken into account. I'm not a primary school age educator, but phonemes can easily tread on prescribing a "right" way to speak. Being aware of phonological differences between languages and when languages interact in bilingualism is key to working with a diverse student population.

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Literature for older students sometimes uses big words. Not a shock to anyone. But going through the process of decoding words rather than haphazardly define them on the spot is a better process to me. I'm personally a fan of using OED for etymological decoding to boost my own skills, if one has access it's a great tool for older students.

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Phonological Awareness encompasses numerous different skills used to decode and understand spoken language, each compounding and working with other skills (ReadingRocket, 2020b)

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Social, especially face to face, interaction and exposure to language early on has a drastic impact on language comprehension in babies, even if the repeated exposure is in a second language (Kuhl)

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"Representation mingles with what it represents, to the point where one speaks as one writes, one thinks as if the represented were nothing more than the shadow or reflection of the representer [sic]." (Derrida, 1998)

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To illustrate my distrust for this argument, I refer to Jacques Derrida's Of Grammatology (1998), in particular: "This limitation (writing being secondary to spoken language) is at bottom justified, in Saussure's eyes, by the notion of the arbitrariness of the sign. ... The concept of pictographic or natural writing would therefore be contradictory for Saussure" (p. 32)

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The authors seem to attribute this to the idea that reading and writing are "optional accessories." Secondary structures of human evolution. I take issue with this idea, and the anecdote provided in paragraph 4 on bedtime stories seems to illustrate children can understand basic concepts of written texts

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Babies tend to acquire auditory language skills prior to written skills (Fisher & Frey, 2020)

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Im fairly certain babies can use basic natural writing as a way of communicating signs, and as they learn to speak they can start to use more structured drawings to communicate. I just don't want to fall into the prescriptivist, pathologizing trap of attributing outcomes as a natural state without taking into consideration more general ideas about what we consider written language to be at that age and how we teach children language skills broadly at that age. I think that thinking about reading as such a medical process at that age may have a role in students being disinterested in reading later on: it takes away the affective and human elements of reading.