Erickson Educational Consulting, LLC
  • Home
  • Language & Literacy Resources - Requires Email Sign Up
  • About Bridget Erickson, MAESL, Language & Literacy Consultant
  • About Professional Development Programs
  • Staff Development & Training Services
  • Testimonials
  • Contact
  • Blog
  • Subscribe & Register
  • Home
  • Language & Literacy Resources - Requires Email Sign Up
  • About Bridget Erickson, MAESL, Language & Literacy Consultant
  • About Professional Development Programs
  • Staff Development & Training Services
  • Testimonials
  • Contact
  • Blog
  • Subscribe & Register
Search by typing & pressing enter

YOUR CART

6/16/2017 0 Comments

Unraveling Difficult Sentences, Part 2 of 4 Series: The Adverbial Clause

Update: What does the research tell us about language & literacy?

Research Spotlight: Zipoli, R. P. (2017). Unraveling Difficult Sentences. Intervention in School and Clinic,52(4), 218-227. 

Part 2 of 4 part series: Adverbial Clauses
Last week, we discussed the latest research of Richard Zipoli out of Connecticut State University who shares 4 ways in which the syntax in sentences contributes to difficulties in reading comprehension:

1. Passive verb construction (check out June 9 newsletter for more)
2. Adverbial clauses with temporal and causal conjunctions (this week!)
3. Center-embedded relative clauses (sign up to receive next week's newsletter)
4. Sentences with three or more clauses (grand finale)

This week, we will focus on adverbial clauses. We will continue this 4 part series the next several weeks, digging more deeply into each sentence structure that causes major pitfalls for students' reading comprehension.
​
The Why: What happens if I don't teach adverbials clauses to students? How will it affect their comprehension of the content text?

Comprehension problems with adverbial clauses with temporal and causal conjunctions:
  • Over-Reliance of “order of  mention” strategy Students will assume that whatever is read first in the sentence is what happened first, or whatever is read first in the sentence is the cause of an action, not the effect.
    • Snape had just awarded Hufflepuff a penalty because George Weasley had hit a Bludger at him.” =
  • Over-reliance on  “independent-clause-as-first-event” strategy  - Students will conclude incorrectly that the first independent clause is the first event. 
    •  After the storm hit the coast, the Red Cross arrived.
  • Over-reliance on “probable-order-of-event” strategy  - Students will conclude incorrectly that dishes are washed after the dinner if that fits into their background knowledge and schema.  
    • Before you eat dinner, wash the dishes. 
How do I teach this to students? Click Here for Your Free Download of 2 Research Based Strategies !
Looking for more? Sign up here to have the latest in language and literacy arrive in your inbox every Friday morning!
0 Comments



Leave a Reply.

    Tweets by @lang_in_schools

    Categories

    All Introductory Post Language & Culture: Loaded Labels Language & Culture Of Schooling Language & The Powerful Mainstream Research

    Archives

    October 2017
    July 2017
    June 2017
    January 2017
    December 2016
    October 2016
    September 2016
    July 2016
    March 2016
    February 2016

    RSS Feed


Bridget Erickson or Erickson Educational Consulting has worked with the following organizations:

Picture
Picture
Picture
Picture
Picture
Picture
Picture
Picture
Picture
Picture
email Bridget Erickson , President  of Erickson Educational Consulting, LLC
Erickson Educational Consulting, LLC
Subscribe now for full access to the EEC, LLC website to access free language and literacy resources.
Now scheduling PD and consulting services for districts and schools. Contact EEC, LLC