257.  As a new teacher I would like to know ways and techniques to work with my non-English-speaking students with reading.


ONE of the most important and crucial instructional components in teaching English reading to non-English speaking students is the PRE-READING phase of the reading lesson.

In the PRE-READING phase, teachers help students develop the observation, listening and speaking skills the students will need to be able to UNDERSTAND what the reading lesson will be about.   Thus, the teacher needs to use



Pictures in the reading material,

Posters and flashcards where the key words are shown, displayed and presented

in print.

The teacher needs to help students develop listening and speaking skills to comprehend and talk about the topic of the reading selection they will read during the reading lesson.   The teacher also needs to introduce the printed words the students will actually SEE and READ during the reading lesson.

The PRE-READING phase of reading instruction should be fun, providing opportunities for students to observe, point, recognize, identify, select, name, distinguish, etc.   With evidence that the students have acquired through observation, listening comprehension and speaking skills development activities 95-100% of the words they will encounter during READING instruction, the teacher can begin to teach reading.

Notice that I have included neither phonics nor word decoding skills in the PRE-READING phase of English reading instruction to non-English-speaking students.  These students, however, can begin to discover English rhyming words that have similar spelling patterns.   That would be very helpful to English Learners who, in many cases, cannot HEAR the sounds of the English language.  Rhyming words sound alike and, those with similar spelling patterns, are easy to learn to spell.   That is very helpful to English Learners.    



For more in-depth information, classroom demonstrations, and "coaching" of new and/or experienced teachers, Dr. CARMEN SANCHEZ SADEK offers:

1. Cognitive - Academic Language and Vocabulary Development
2. Cross Cultural Diversity - Multicultural Strategies
3. Effective Instruction for English Learners (L.E.P. students) Parts 1, 2, 3, 4
4. Promoting Academic Success in Language Minority Students
5. Cognitive - Academic Language and Vocabulary Development
6. Oral Language / Literacy Skills / Higher Order Thinking Skills
7. 50/50 Dual Language Programs: design, planning and implementation
8. The Structure of English / The Structure of Spanish
9. Transition: Introduction to English Reading

Web Site Programs for Teachers: Numbers 1, 5, 7, 8, and 9.
Web Site Programs for
Paraprofessionals: Number 3.
Web Site Programs for
New Teachers:
Enhanced Cultural Sensitivity - The Challenge of Students Diversity
Identifying / Responding to Students' Language Needs
Phonemic Awareness: Teaching English phonics to L.E.P. students
Relationship Between Reading, Writing and Spelling
Improving Reading Performance -- Building Oral Language Skills)

Write and e-mail any additional questions you may have, and Dr. CARMEN SANCHEZ SADEK will establish with you, your school or district a Technical Assistance Service Contract. Dr. CARMEN SANCHEZ SADEK will answer all your questions promptly and to your satisfaction.


For information and credentials please click on the link below or contact directly:


Educational Consultant, Program Evaluator

National Board for Professional Teaching Standards, Certification (12/2006)

3113 Malcolm Avenue, Los Angeles, California 90034-3406

Phone and Fax: (310) 474-5605

E-mail:  csssadek@gte.net