| Depending on the age and background of the ESL | | | | 'technical reading' - or the ability to read the word |
| EFL learners, a teacher needs to consider points for | | | | clearly, but with little or no understanding. |
| remedial and early reading. | | | | So what can you do as an EFL/ESL teacher? |
| A teacher needs to know which of her/his learners | | | | You can start by taking this professional online |
| can decode with understanding. There are varying | | | | workshop on supporting emergent literacy (Sessions |
| degrees to this important skill, and weak reading skills | | | | 1-3). Learn about developing story language, phonemic |
| result from a lack of proper reading instruction coupled | | | | awareness and phonics. Highly recommended. |
| with poor reading habits. | | | | Preparing Classroom Materials |
| Main Reading Components of building a Remedial | | | | Limmericks can be used for repetition and rhyming. |
| Reading Program | | | | "Roses are red, violets are blue, sugar is sweet, and so |
| Sound-letter correspondence (phonological awareness) | | | | are you." The student can change the nouns and the |
| Word-meaning correspondence (including sight words) | | | | adjectives with their own words. Then they can |
| Basic sentence understanding | | | | change the meaning of the whole poem by using their |
| What Can Help? | | | | own words in keeping with the rhythm. |
| Fostering phonemic awareness (teaching the sounds | | | | Before implementing a program, check to make sure |
| of a language) can help in producing much of the | | | | you have the resources available for teaching. You |
| sounds and sound blends. However too much | | | | can also collaborate with other ESL professionals - |
| dependency on a phonemic program can result in | | | | two heads work better than one! |