 | A child might have trouble pronouncing a word for several different reasons (doesn't know the letter to sound rules, knows the word in another language, learns in different ways, etc.).
|
| A child can be reasonably fluent in reading and still not understand the material; a child can understand reasonably well and still not be a fluent reader.
|
| Most vocabulary words are learned through reading the words in contexts of interest in which most of the rest of the meaning is known.
|
| Children learn grammar by figuring out patterns in what they hear. The passive construction is often hard because it is not used often in conversational speech.
|
| Some aspects of comprehension beyond vocabulary and grammar include figuring out:the author's purpose, answering basic who-what-when-where-why-how questions, making inferences, determining the main points and details accessory to the main points, assessing sequential ordering of events, predicting what comes next, distinguishing fact from opinion, and summarization.
|
| Reading levels can vary by several grade levels depending on how interesting the topic is to the child; we can leverage this fact to help improve the child's reading ability.
|
| What needs the child may have in learning English will vary with the child's current age and when he/she started to learn English as well as the dialect spoken at home and how much it differs from the one used at school.
|
