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comprehension, language proficiency, reading is a process  involves decoding, language comprehension, meaning-making.

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comprehension, language proficiency, reading is a process  involves decoding, language comprehension, meaning-making.

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morphology supports vocabulary growth, decoding skills, and comprehension.

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morphology supports vocabulary growth, decoding skills, and comprehension.

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morphology  focuses on teaching word parts

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morphology  focuses on teaching word parts

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Group 2: How can evidence-based best practices be utilized to improve comprehension in English learners, including those with reading difficulties and dyslexia?

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Group 2: How can evidence-based best practices be utilized to improve comprehension in English learners, including those with reading difficulties and dyslexia?

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Picture cards with vocabulary words, text to speech, and TPR. Sentence starters and checking for clarity.

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start as early as preschoolers to lower elementary

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Group 2: What is your understanding of the necessary components for effective comprehension, including well-developed language, multiple higher-order thinking processes, and self-correction?

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Group 2: What is your understanding of the necessary components for effective comprehension, including well-developed language, multiple higher-order thinking processes, and self-correction?

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Reason, clarity, problem solving, organisation, communication and expression, context, and word choice.

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Group 2: What are some evidence-based practices for teaching phonemic awareness to English learners?

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Group 2: What are some evidence-based practices for teaching phonemic awareness to English learners?

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TPR, Picture cards, Game based activities, segmenting, word dots, jolly phonics program, movement with sounds, Place of Articulation for mouth movemnt

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To improve comprehension in ELLs and those with dyslexia, the best practice is explicit instruction through multisensory learning. Using charts, highlighted text, read- alouds, games, and educational technology will help reinforce their skills.

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Teach concepts in both languages, model how to do "Think-alouds", and provide visuals or incorporate text that children can relate to.

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Group 2

Pre teach vocabulary

Explicitly :

use key words from the text before reading.

use language your students can relate to. "real world"

use tpr

use realia.

2. Post and read and refer back to objective

3. Scaffold: I do, We do, You do

4. frequent check ins qualify as quality formative assessments

5. Provide sentence frames and stems

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Reading is a complex, active, and purposeful process(Reading Rockets). It integrates decoding, language comprehension , background knowledge, and higher-order thinking.

Effective literacy planning includes instruction that supports students:

Before reading: Activate schema, set purpose, preview vocabulary.

During reading: Monitor comprehension, decode, question, predict.

After reading: summarize, reflect, synthesize, apply learning.

Purpose drives strategy. Students read differently to gather information, analyze, or enjoy text. Planning must explicitly teach how and why we use reading strategies.

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vocabulary development is foundational to comprehension. According to Key Literacy and Reading Rockets, morphology instruction is an evidence-based practice that improves vocabulary and reading comprehension.

Effective vocabulary instruction includes:

Explicit teaching of prefixes, suffixes, and roots.

Word families and base words.

Multiple exposures to academic language.

Contextual analysis and discussion.

Morphology empowers students to infer meaning independently rather than memorize isolate words.

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Phonemic awareness is the ability to hear, identify, and manipulate individual sounds in spoken words. It is a strong predictor of reading success.

Evidence-based practices include:

Phoneme blending and segmenting.

Explicit and systematic instruction.

Multisensory engagement.

Strong phonemic awareness supports phonics development and reduces later reading difficulties.

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Home language is an assets, not a barrier.

Research supports:

Leveraging cognates.

Encouraging background knowledge discussions in home language.

Connecting phonological systems across languages.

For English learners, home language strengthens conceptual understanding and vocabulary transfer.

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Effective literacy planning must be grounded in research.

Key evidence-based components include:

Explicit, systematic phonics instruction.

Morphology instruction.

Direct teaching of comprehension strategies.

Scaffolded support and gradual release of responsibility.

Ongoing formative assessment.

Instruction should be structured, cumulative, and responsive to student data.

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Students with dyslexia benefit from:

Structured literacy approaches.

Explicit phonemic awareness and phonics instruction.

Multisensory learning.

Repetition and cumulative review.

Planning must ensure equitable access to grade-level content while providing targeted intervention.

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Comprehension is the ultimate goal of reading.

It requires:

Strong vocabulary.

Background knowledge.

Language development.

Self-monitoring strategies.

Higher-order thinking.

Teachers must explicitly model comprehension strategies such as:

Questioning

Predicting

Visualizing

Summarizing

Clarifying

Planning should integrate comprehension across content areas, not isolate it in reading black only.

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Structured literacy practices like cumulative review and multisensory techniques will benefit both ELs and students with dyslexia.

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Another important comprehension strategy a teacher should model is making an inference. Students who don't possess this skill can't see how skilled readers connect clues from the text with their background knowledge to construct meaning. Many comprehension breakdowns happen not because students can’t decode the words, but because they can't “read between the lines.”