English Language Learning
Here are a few questions to consider when considering a Reading Intervention program:
- How do you help students speak English and comprehend both spoken and written language?
- How do you determine students’ reading deficiencies and provide individual support?
- Are your upper grade teachers in need of remedial reading techniques?
Backbone offers solutions for Teacher Training, Direct Instruction and Computerized Delivery:
- 4 Skills Path — Listening, Speaking, Reading, Writing
- Academic Language incorporated
- Orto- Gillingham Based
- Phonics Training for Students and Teachers
- Quickly increase your students’ reading level guaranteed!
Questions to help direct you in the right place:
Are your English Language Learners in need of a Listening & Speaking based program?
DynEd’s ESL/ELT/ELL technology-assisted courses and assessment tools help learners develop all four language skills, beginning with listening and speaking: “the 4-skills path.”
DynEd provides schools with cost-effective English learning software, tests, assessment tools, and training to support teachers. Our age-appropriate courses develop the English language skills necessary for success in school and career. DynEd Brochure Download
The instructional design pioneered by DynEd is a significant advance over traditional textbook-based language instruction. DynEd’s brain-based, blended approach is supported by extensive, real-world experience with millions of learners around the world (see Success Stories).
Ages 4 – 9 – Beginner through Intermediate: Let’s Go
Ages 10 – 17 – Beginner through Intermediate: First English
Ages 11 – 17 – Basic through Advanced: English For Success (scope and sequence)
Ages 16 – Adult: New Dynamic English
Ages 8+ – Intermediate – Advanced: e-Lective
DynEd Kinder through 12th Grade – Comprehensive Video Overview
Learn More about DynEd
Are your English Language Learners in need of foundation skills in phonics training?
Using Phonemic Awareness with ESL Students
Spoken language is noise which the experienced listener sorts into meaningful chunks. A child spends many years perfecting this sorting. In a similar way, a learner of a new language must sort out the unfamiliar sounds into pieces that make sense: phrases or sentences, words, syllables and even phonemes (the smallest sound segments).
Reading experts have known for years that difficulty with the sorting process, or phonological skills, is directly connected to the reading and spelling problems of many students.
More recently, researchers studying native English-speaking students who were having trouble learning a foreign language found that these students have problems similar to those of poor readers and spellers in that they do not perceive and manipulate the sound system and its corresponding written code effectively. In other words, the at-risk foreign language learners also have weak phonological skills.
Moreover, the researchers found that when the struggling foreign language students were explicitly taught the phonology of the foreign language, they were able to learn the target language fairly successfully, and also improve their phonological skills.