Reading Interventions for the Improvement of the Reading Performances of Bilingual and Bi-dialectal Children

About the Book

The book explores the remedial pedagogy applied during intervention designed to improve the students’ metacognitive processes of learning new English-language knowledge. Today’s globalization and technology on social behaviors demand that school-age students acquire reading skills by the use of audio-visual practices. The linguistic integrations during the intervention processes combined with direct instruction produced an individualized awareness of improvements in comprehension. Each student cognitively processed the audio input and visual text. My findings were related to the cultural practices of ESOL and ELL students to counteract the mismatch between home and school language frameworks. This type of technique encourages students to use the concepts of the English language related to what they hear, read, and speak within and outside of the school environment.

About the Author

Dr. Afra Johnson is a former reading educator, contributing eleven years of teaching service in the Broward County Schools of Fort Lauderdale, Florida. Devoted to examining why reading problems persisted for years in the school district, she decided to examine the abilities of her students to apply examples of linguistic knowledge, supported by direct instruction and audio-visual cognitive phenomena. She applied her technique for several years, resulting in improved standardized test scores, and conducted her research in 2010 at the Parkway Middle School of the Performing Arts in Fort Lauderdale, Florida. Students participated in a quasi-experimental reading class, where neurophysiological mechanisms and intervention practices were conducted.