​Does grammar matter when teaching kids to comprehend difficult text?

Yes! The research is clear. There is a direct link between syntactic knowledge of complex text and reading comprehension (Fang, 2008; Zipol, 2017; Scott, 2009; Kahmi & Catt, 2012; Guthrie, Wigfield, & Perencevich, 2004; Hirsch, 2006; Snow, 2010). Metacognitive strategies are not enough. We must teach the academic language of school in order for students to be successful in our content curriculum. Academic language encompasses not just vocabulary but oral language discourse, text organization, culturally responsive teaching, and syntax. Each of these areas is what makes text difficult for students, all students, but particularly culturally and/or linguistically diverse students whose home languages do not mirror the language of school. Let's start making the implicit, explicit. 

Join me the next two weeks to learn specific ways to do just this!

MEA Conference - Thursday, October 19 @ 1:30PM, Meeting Room 3 - Open to the Public - Free Registration! http://www.cvent.com/events/2017-mea-conference/agenda-288e6ed215274793b265c8b0ad4f50a7.aspx?ct=04d3f382-0b08-4fd0-9755-4efaca7e751d

MELed Conference - Saturday, October 28 @ 2:15PM, Bloomington Room 225 - Register Today! https://minnetesol.wildapricot.org/event-2655988