Faculty Support for Instruction of International and English Language Acquisition Students: Reading Comprehension

Gail August's article, titled "Spelling Facilitates Good ESL Reading Comprehension" from the Journal of Developmental Education, addresses a positive link between spelling accuracy of words in a text and reading comprehension of that text. In fact the correlation between the two is stronger than the correlation between spelling accuracy of vocabulary and quizzes about the meaning of those vocabulary words.

This study examined the sources of reading comprehension difficulties in English language learners (ELLs). The characteristics of ELL poor comprehenders were compared to their English as a first language (EL1) peers.

Reading comprehension for English as foreign language (EFL) students is crucial. Available information is mostly written in English, which becomes a problem for students from non-English-speaking countries. This research offers a method to improve English reading with the help of the kit-build concept map as a graphical strategy and an additional function called source connection to facilitate EFL readers in reviewing their concept maps as the representation of their understanding.

This study explored the role of vocabulary breadth and depth in second language learners' performance in IELTS academic reading tests in China.

This critical literature review provides study details for 36 studies examining the effect of glossing for language acquisition among English language learners (ELLs).

This study investigates the utility of existing measures of Oral Reading Fluency (ORF), reading retell, and language proficiency for predicting reading achievement among Spanish speaking English language learners in the United States.

Extensive reading (ER) has been shown to be an effective approach in helping second language (L2) students learn to read the target language.