Word sorts are multisensory activities that help learners identify patterns and group words based on different categories.
Chiu, M. M., Chow, B. W. Y., McBride, C., & Mol, S. T. (2016). Students' sense of belonging at school in 41 countries: Cross-cultural variability. Journal of Cross-Cultural Psychology, 47(2), 175-196.
Chiu, M. M., Chow, B. W. Y., McBride, C., & Mol, S. T. (2016). Students' sense of belonging at school in 41 countries: Cross-cultural variability. Journal of Cross-Cultural Psychology, 47(2), 175-196.
Burt, M., Peyton, J. K., & Adams, R. (2003). Reading and adult English language learners: A review of the research. National Center for ESL Literacy Education (NCLE).
Athanases, S. Z. (1998). Diverse learners, diverse texts: Exploring identity and difference through literary encounters. Journal of Literacy Research, 30(2), 273-296.
Woodall, B. (2010). Simultaneous listening and reading in ESL: Helping second language learners read (and enjoy reading) more efficiently. TESOL Journal, 1(2), 186-205.
This practice supports all students, including students with learning disabilities and multilingual learners, by allowing them to participate in the classroom along with their peers to showcase their strengths and learn from other students with intentionality, , while allowing for variability of strengths across content areas and contexts.
Providing a story map ahead of time or having students create a map during or after reading helps learners understand and expand their Genre Knowledge.
Berne, J. (2004). Think-aloud protocol and adult learners. Adult Basic Education, 14(3), 153.
Capell, M. (2016). Interweaving letters and sounds: The impact of phonics instruction in English on the oral production and symbolic representation of sounds among university-level L2 English learners. [Unpublished master's thesis]. Universidad Nacional De Córdoba Facultad De Lenguas.
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