Reading is very important to learn English, by reading books, stories, magazines, news papers, internet articles, etc... Practice and read as much as you can, and try to compare your reading with another reader, a friend, teacher or an interactive CD, or interactive website. Below you can find some of the sites that will help in practicing your English
Prepare for school with Mickey and friends. Developed by Disney and leading educators, the animated classic MICKEY AND THE BEANSTALK now has learning breaks that will prepare your child for the academic and social challenges of school. Learning is woven throughout this classic adventure packed with storytelling magic that captures young imaginations. Pop-up visuals encourage children to learn about counting, matching, measuring, and putting a story in order. Watch your child's face light up each time a correct answer helps Mickey. Learning's more fun with friends to share the adventure
From the Back Cover
This Fourth Edition of Peregoy & Boyle's text continues the strengths of the third with its comprehensiveness and accessibility, providing a wealth of practical strategies for promoting literacy and language development in English language learners (K-12). Unlike many texts in this field, Reading, Writing and Learning In ESL takes a unique approach by exploring contemporary language acquisition theory as it relates to instruction and providing suggestions and methods for motivating and involving ELL students.
New to this Edition:
This book is a comprehensive, myth-debunking examination of how L1 features (orthographic system, phonology, morphology) can influence English L2 reading at the "bottom" of the reading process. It provides a thorough but very accessible linguistic/psycholinguistic examination of the lowest levels of the reading process. It is both theoretical and practical.
Although the methodologies and approaches taken in most ESL/EFL texts about reading are top-down (cognition driven), and pay scant attention to the bottom of the reading process, those detailed in this book are language driven. The goal is to balance or supplement (not replace) top-down approaches and methodologies with effective low-level options for teaching English reading. Core linguistic and psycholinguistic concepts are presented within the context of their application to teaching.
English L2 Reading: Getting to the Bottom clearly explains the strategies that readers of other languages develop in response to their own writing systems (Chinese, Japanese, Arabic, Hebrew, other alphabets, or transparent Roman alphabetic systems) contrasted with an explanation of the strategies that English readers develop in response to the opaque orthography of English, and explicates how other low-level processing strategies for L1 morphology and word formation may aid or hinder processing in English L2 reading acquisition.
A complete, balanced reading ideology should be big enough to embrace all reading theories and practices. In particular, it should be able to accommodate those researchers and teachers who find that attention to the details of language can also help students learn to read better. Many ESL/EFL teachers are interested in supplementing their successful whole-language methods with bottom-up reading strategies, but aren't sure how to do it. This book fills that gap.
Intended for ESL/EFL reading researchers, teacher trainers and teachers, and as a text for MATESOL students, most chapters contain practical suggestions that teachers can incorporate into whole language methods to teach beginning or intermediate ESL/EFL reading (letters, pronunciation, "smart" phonics, morphemes, and vocabulary acquisition) in a more balanced way. Pre-reading discussion and study questions are provided to stimulate interest and enhance comprehension. End-of-chapter exercises help readers apply the concepts.
From the Back Cover
This volume begins to address the pressing need facing the majority of teachers in the United States and in other countries in the English-Speaking world-how to teach children whose primary language is not English. Teachers-faced with exploding demographics, lack of knowledge about children's cultures and how languages (first or second or third, oral or written) are learned across different social contexts, lack of pedagogy to restructure the teaching of English language arts for children-need concrete ways of teaching. They also need to learn more about the social and political nature of language use, language learning, and language instruction...
"Kids Come in All
Languages" fills a void with instructional practices that teachers
need. It also addresses issues of cultural diversity, challenges
commonly held assumptions, and marks a shift to viewing children whose
primary language is not English with more respect and dignity.
Supporting teachers' pedagogical change is one of the most formidable
tasks facing our profession. We need more books such as this.
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