000014990 001__ 14990 000014990 005__ 20150429092413.0 000014990 037__ $$aTAZ-TFG-2014-868 000014990 041__ $$aeng 000014990 1001_ $$aArredondo Parages, María 000014990 24500 $$aReinforcing Literacy Instruction in an ELL context 000014990 260__ $$aZaragoza$$bUniversidad de Zaragoza$$c2014 000014990 506__ $$aby-nc-sa$$bCreative Commons$$c3.0$$uhttp://creativecommons.org/licenses/by-nc-sa/3.0/ 000014990 520__ $$aAn analysis of the phonic method used for Literacy teaching in an ELL context, suggest that phonics instruction is essential but not enough in any effective Literacy program. Through phonics instruction children develop decoding skills, however, reading and writing require other important skills. The Whole Language Approach´s principles refer to the use of context when reading, highlighting the importance of developing comprehension skills. A two-school comparison based in the Literacy skills required enables us to demonstrate that isolated phonics instruction is not sufficient. In this way, a proposal of improvements to reinforce Literacy instruction in an ELL context is presented in order to achieve a more effective teaching of reading and writing. 000014990 521__ $$aGraduado en Maestro Educación Primaria 000014990 540__ $$aDerechos regulados por licencia Creative Commons 000014990 6531_ $$aliteracy 000014990 6531_ $$aphonics approach 000014990 6531_ $$awhole language approach 000014990 6531_ $$aenglish learners (ell) 000014990 6531_ $$aenglish native speakers (ness) 000014990 6531_ $$areading and writing skills 000014990 700__ $$aLafuente Millán, Enrique$$edir. 000014990 7102_ $$aUniversidad de Zaragoza$$bFilología Inglesa y Alemana$$cFilología Inglesa 000014990 8560_ $$f609964@celes.unizar.es 000014990 8564_ $$s249066$$uhttps://zaguan.unizar.es/record/14990/files/TAZ-TFG-2014-868.pdf$$yMemoria (eng)$$zMemoria (eng) 000014990 909CO $$ooai:zaguan.unizar.es:14990$$pdriver$$ptrabajos-fin-grado 000014990 950__ $$a 000014990 980__ $$aTAZ$$bTFG$$cFEDU