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SDAIE requires the student possess intermediate fluency in English as well as mastery of their native language. The instruction is carefully prepared so the student can access the English language content supported by material in their primary language and carefully planned instruction that strives for comprehensible input.
About 70% of adults in the U.S. prison system read at or below the fourth-grade level, according to the 2003 National Adult Literacy Survey, noting that a "link between academic failure and delinquency, violence and crime is welded to reading failure." [9] 85% of US juvenile inmates are functionally illiterate. [8]
Reading is the process of taking in the sense or meaning of symbols, often specifically those of a written language, by means of sight or touch. [1] [2] [3] [4]For educators and researchers, reading is a multifaceted process involving such areas as word recognition, orthography (spelling), alphabetics, phonics, phonemic awareness, vocabulary, comprehension, fluency, and motivation.
In 2015 the New York State Public School system began a process to revise its English Language Arts Learning Standards. The new standards call for teaching involving "reading or literacy experiences" as well as phonemic awareness from prekindergarten to grade 1 and phonics and word recognition from grade 1 to grade 4. [286]
It is a prerequisite for learning to read and write and for overall academic success. The implications of the BICS and CALP concepts for children are that the second language or language of the classroom needs to be sufficiently well-developed for her or him to be able to meet the cognitive demands of the academic setting. [4]
There are many resources and activities educators and instructors of reading can use to help with reading strategies in specific content areas and disciplines. Some examples are graphic organizers, talking to the text, anticipation guides, double entry journals, interactive reading and note taking guides, chunking, and summarizing.
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