Cultural and Parental Involvement Affect on EnglishLearners Reading Development

Volume 7 Issue 2 April - June 2017

Article

Cultural and Parental Involvement Affect on EnglishLearners Reading Development

Socorro Mendoza*

*Bilingual Coordinator, Chicago Public School, Chicago, USA.

Mendoza, S. (2017). Cultural and Parental Involvement Affect on English Learners Reading Development. i-manager’s Journal on English Language Teaching, 7(2), 1-12. https://doi.org/10.26634/jelt.7.2.13492

Abstract

Examining the instructional reading strategies that happen in the Bilingual classrooms is needed if we, as educators expect an increase parent or guardian involvement that will support the students' reading development. Research has shown students who have a strong literacy foundation in early elementary years are often successful in later grades Cook, C., Health F., and Thompson, R.L. (2000). The number of ELLs (English Language Learner) increased in U.S. schools, and the literacy gap between ELLs and students who speak English as a first language continues to increase (Rodríguez, 2008). ELLs need to gain oral language skills and literacy in English in an effective manner to gain the same level of proficiency as mainstream students. Identifying effective instructional literacy strategies for children from various linguistic backgrounds will foster in providing suitable instruction to meet ELLs' needs. Examining how teachers strengthen a partnership with caregivers to support K-3 ELLs regarding reading strategies may contribute to the students' reading achievement.