Improving Reading Outcomes for All Children
As of 2021, nearly one fifth of all the pupils in England speak English as an Additional Language (EAL). In other words, most of these pupils are bilingual -or even trilingual or multilingual in many cases. Although bilingualism is generally associated with some cognitive benefits, research from the past few years shows that EAL pupils often underperform in vocabulary, reading accuracy, reading and listening comprehension, compared to their monolingual peers. However, researchers are not yet confident on how EAL pupils can be adequately supported in achieving their educational outcomes. Meanwhile, recent studies on reading comprehension try to shed light on a factor that is relatively under-researched especially among bilingual children: prosody. Prosody is described as the music of language and consists of pitch, stress, rhythm, and pauses. If you are wondering what prosody has to do with reading comprehension and bilingualism, read the section below and watch the video provided.
Recap: Reading, prosody, and bilingualism
Check out this worksheet once you have read the material above and watched the lecture!
- How many types of bilingualism can we detect in the population of students who speak English as an Additional Language and what are they?
- What processes are essential for reading comprehension?
- What do we need to consider in order to improve reading outcomes for all children?
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Discover more subjects
The Stages of Literacy
An Overview of Literacy Development
Fluency with Text
English as an Additional Language
Diversity of Learners who use English as an Additional Language
Find out about the different stages of learning EAL children go through