Begin explicit strategy instruction once learners reach a reading age of GE 5 with a critical vocabulary mass in place¶

Strategy · All strategies
Evidence · 1 claim (1 for) · 1 study (1 review), q1 · 0 of 1 report an effect size · 1 claim rests on one study

Description¶

The article recommends timing reading and learning strategies instruction to the learner's vocabulary development: strategies become acquirable once fluent reading is possible. The author writes that "strategies are so important to ESL learners: they can begin to acquire them once they have an estimated reading age of grade equivalent (GE) 5 and the critical mass of vocabulary for fluent reading is in place." She pairs this with direct vocabulary instruction in context.

Design Implications¶

Context¶

Requirements¶

• A critical mass of vocabulary for fluent reading, estimated by the author at roughly 10,000-12,000 words
• An estimated reading age of grade equivalent 5

Constraints¶

Target Learners¶

• ESL learners in upper elementary, secondary, and adult programs

Target Learning Goals¶

• Fluent academic reading and vocabulary development toward CALP

Claims¶

• A critical mass of roughly 10,000-12,000 words is needed for fluent reading, from which ESL strategies can begin [+W]

Related Strategies¶

Examples¶

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Key Sources¶

• Roessingh, H. (2006). BICS-CALP: An Introduction for Some, a Review for Others. TESL Canada Journal/Revue TESL du Canada, 23(2), Spring 2006. https://doi.org/10.18806/tesl.v23i2.57