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Using Literacy Response Activities with Early Childhood English Language Learners and Immigrant Students
Abstract
This chapter presents findings on the importance of engaging early childhood English Language Learners (ELLs) and immigrant students in literacy response activities designed around Reader Response Theory. This practice is supported by research that urges educators to engage ELL and immigrant students in literature response activities for deeper comprehension and language development. Recent brain-based research supports employing stimulating, active literacy activities in a nonthreatening, comfortable environment to foster literacy comprehension, language acquisition, and cognitive development (Lombardi, 2008). The author presents data on the literacy needs of ELL and immigrant students in the United States, issues of learning styles of these populations, brain-based learning concepts, Reader Response theory, and the use of fairy tales with second language learners. Descriptions of specific Reader Response activities for ELLs and immigrant students as well as suggestions for professional development opportunities for educators of this population are presented at the conclusion.
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