Kristin Lems | National Louis University (original) (raw)

Books by Kristin Lems

Illinois Reading Council Journal, 2023

With all of the urgent, critical issues confronting education in general, and literacy practices ... more With all of the urgent, critical issues confronting education in general, and literacy practices in particular, why write a column on something
as obscure as word choice? Word choice (sometimes called vocabulary choice or diction) often drops to the bottom of the “To Do” list for
English as a Second Language (ESL), English, bilingual, and language arts teachers. Even when teachers are able to focus on writing to
begin with (writing development is often the first thing cut when lessons run over), teachers of English language learners (ELLs) are too
preoccupied with teaching grammar, spelling, organization, syntax, genres, and building background knowledge to spend even a moment on
word choice! Also, teachers may conflate teaching vocabulary words for reading comprehension with teaching students how to choose—
and use—the best possible words in writing.

SJ Erenrich & D. DeRuyver, Eds., A Grassroots leadership and arts for social change primer. International Leadership Association, 444-462., 2022

English Teaching Forum (Forum), 2021

You've probably enjoyed lyric videos, and you may already use them in your classroom, but you may... more You've probably enjoyed lyric videos, and you may already use them in your classroom, but you may not know that they have their own genre and their own name. That's because the lyric video genre has evolved relatively recently, due to the increasing ease and affordability of combining music, images, and typography into videos.

Learning Abstracts, 2015

This article is a follow-up to a workshop we presented at STEMTech 2013 entitled “Unpacking thela... more This article is a follow-up to a workshop we presented at STEMTech 2013 entitled “Unpacking thelanguageofSTEMforEnglishlanguagelearners.”Wechosethis topic because, in our roles as co-directors of the ESL STEM Success Grant (a 5 year national professional development grant from the Office of English Language Acquisition, U.S. Department of Education), we have been exploring ways that teachers across the grade levels can rise to the challenge of more effectively teaching English language learners (ELLs) in the STEM disciplines. (STEM, of course, stands for Science, Technology, Engineering, and Mathematics.) When teachers embed their understandings of the language demands of STEM into their teaching of ELLs, those students are better able to learn, and comfortably use, the language of the STEM fields. This provides them with greater career options while at the same time addressing a great national need.

English Teaching Forum, 2018

Music is universally pleasurable and important, and no known society is without it. In fact, it p... more Music is universally pleasurable and important, and no known society is without it. In fact, it predates Homo sapiens! Flutes have been found around the campfire in Neanderthal cave sites in artifacts that date back 53,000 years (Leutwyler 2001). Music is part of our lives in ways both big and small, from musical rites of passage to the " wraparound " musical landscape we can now program into our earbuds. Young adults in particular listen to music almost nonstop, and their playlists form an important part of their identities. It only makes sense to use students' interest in music as a motivator for their English studies.

Illinois Reading Council Journal, 2018

About This Column What is figurative language, why does it matter, and how can teachers best sha... more About This Column
What is figurative language, why does it matter, and how can teachers best share it with English language learners (ELLs)? In this column, I hope to remind you of the power and charm of figurative language, to explore its rightful place in the curriculum, and to share some pedagogical tips for teaching it effectively to ELLs.

suggested citation: Lems, K. (2018). Figurative language: Are English language learners falling through the cracks? Illinois Reading Council Journal 46(4), 66-71.

A descriptive study of the timed oral reading of 232 literate adult English language learners (EL... more A descriptive study of the timed oral reading of 232 literate adult English language learners (ELLs) in a post-secondary academic program found a relationship between the proximity of their L1 orthography to English and their performance in a timed oral reading. The scores on the students' final exams and final listening exams, on the other hand, did not correlate with their first language orthography. The author concludes that for literate ELLs, L1 orthography exerts an influence on oral reading in English, and therefore should be factored in when designing assessments that employ such a method.

The advent of the Common Core State Standards for English Language Arts and Literacy in History/ ... more The advent of the Common Core State Standards for English Language Arts and Literacy in History/ Social Studies, Science, and Technical Subjects (CCSS for ELA/Literacy; National Governors Association Center for Best Practices & Council of Chief State School Officers, 2010) has given oral language (the listening and speaking skills) a more prominent role than previously enjoyed in state and national learning standards. That presents both a challenge and an opportunity for planning instruction for ELLs. With the CCSS for ELA/Literacy, speaking and listening have explicit standards of their own; their importance is stated within the standards initiative document: To build a foundation for college and career readiness, students must have ample opportunities to take part in a variety of rich, structured conversations [emphasis added]—as part of a whole class, in small groups, and with a partner. Being productive members of these conversations requires that students contribute accurate, relevant information; respond to and develop what others have said; make comparisons and contrasts; and analyze and synthesize a multitude of ideas in various domains. (p. 22) ELLs need to develop both their oral skills and their literacy skills in order to be successful. For ELLs, the powerful relationship between oral language development and literacy is well known (Lems, Miller, & Soro, 2010). The emphasis in the CCSS for ELA/Literacy on oral language development corresponds to a key research finding from studies of successful ESL programs: instructional conversation, engaging in goal-directed conversation on an academic topic between a teacher and a small group of students, is consistently found in ESL programs whose students achieved high proficiency levels (Doherty,

About This Column This is the third article for the new IRCJ column focusing on English language ... more About This Column This is the third article for the new IRCJ column focusing on English language learners (ELLs). We rotate among four column writers, and I am the author for this fall issue, the first of the new academic year. In the past two issues, the authors have talked about culturally responsive literacy assessment and the foundations of second language acquisition. In this article, I want to share with you the notion of oracy, broadly composed of the skills of listening and speaking, a reading model that puts oracy front and center, and oracy's role in the academic success of ELLs.

The file contains 16 chapters which report on collaborations between Illinois community colleges ... more The file contains 16 chapters which report on collaborations between Illinois community colleges and universities to involve potential students in Early Childhood Education licensure programs. Edited by Stephanie A. Bernoteit, Johnna C. Darragh Ernst, and Nancy I. Latham. Published by the Illinois Educational Research Council and Illinois Board of Higher Education. (creative commons copyright)

[With this background in mind,] we took a look at the oral reading fluency scores of English lang... more [With this background in mind,] we took a look at the oral reading fluency scores of English language learners in four Chicago public schools and asked the following questions:
1.) How do the oral reading fluency scores of English language learners compare with the benchmarks used for native speakers of English?
2.) What kind of relationship can be found between ELLs’ oral reading fluency scores and their performance on the reading section of the Illinois Standards of Achievement (ISAT) test, given to all Illinois public school children in grades 3, 5 and 8?
3.) What place might fluency instruction have in a broader program of language and literacy instruction for English language learners?

Lems, K. (2012). Reading fluency and comprehension in English language learners. In T. Rasinski... more Lems, K. (2012). Reading fluency and comprehension in English language learners. In T. Rasinski, C. Blachowicz, & K. Lems, Eds., Fluency Instruction: Research-based best practices, 2nd edition. New York: Guilford, 243-254.

ADULT ESL ORAL READING FLUENCY AND SILENT READING COMPREHENSION Kristin Lems, Ed.D. - Doctoral... more ADULT ESL ORAL READING FLUENCY

AND SILENT READING COMPREHENSION

Kristin Lems, Ed.D. - Doctoral Dissertation, National Louis University, Dec. 2003

Abstract

A descriptive study of second language adults studying ESL at the beginning, intermediate, and advanced levels in a post-secondary academic program revealed that their oral reading fluency had a significant, low-to-moderate correlation with scores on a measure of silent reading comprehension. The correlation was slightly stronger for measures of accuracy than speed, and strongest for miscue ratio. The correlation increased as proficiency level increased. Among different first language groups, the correlation was highest for Hispanic learners, and lowest for Chinese. Furthermore, all fluency measures correlated better with a listening measure than with the silent reading comprehension measure. When a system of using words correct per minute was contrasted with a fluency rubric using descriptive measures of expressive reading, the correlation with silent reading was found to be almost the same, but the system of words correct per minute had higher reliability. A miscue analysis of seven intermediate learners' oral reading indicated that speed does not necessarily increase as silent reading proficiency increases, but accuracy does; Chinese students do not fit the profile of the other language groups, and the value of miscue analysis with this population is limited because of foreign accent. When regression analyses were run using the reading comprehension measure as the dependent variable, all the models identified the listening comprehension measure as a significant factor, and the fluency variables added little explanatory power, so long as a listening comprehension variable was available. It was also found that the fluency tools mirrored overall progress in proficiency level, and listening comprehension predicted silent reading comprehension better than any fluency measure or combination of measures, with little increase in predictive power by adding fluency measures.

“One of the best overviews of ''best practices'' in teaching ELLs that this reviewer has seen. Hi... more “One of the best overviews of ''best practices'' in teaching ELLs that this reviewer has seen. Highly recommended. Graduate, research, and professional collections."--Choice Reviews

Fluency Instruction: Research-Based Best Practices is a useful resource for teachers and school d... more Fluency Instruction: Research-Based Best Practices is a useful resource for teachers and school district administrators working to develop reading fluency with struggling or beginning readers from child to adult learner level. Readers will acquire a sound knowledge of reading fluency theory and practice from the theoretical ideas and concrete instructions presented in the book. I strongly recommend this book, which combines the experience and research of 34 authors, as a synergistic and insightful book for a wide audience, whose readers range from those who simply have an interest in reading fluency to those who feel a sense of crisis at the number of nonfluent readers in their educational programs.
- Yurika Iwahori, University of Hawaii Manoa

The manual is designed as a reference on second language teaching and curriculum development for ... more The manual is designed as a reference on second language teaching and curriculum development for Peace Corps language trainers and language training coordinators. The first section, on language learning theory, introduces competency-based curriculum, describes the natural approach to language learning (the approach
used throughout the manual), explains the "monitor model" of language learning, and describes various learning strategies, with examples of classroom activities suitable for each. Four language-learning skills and activities illustrating them are also presented. The section concludes with a discussion of language learning by the older adult, which offers some guidelines for successfully training this population. The second section summarizes some historical and contemporary language training methods, with sample lessons illustrating how parts of the methods can be incorporated into competency-based instruction. Section three explores the
competency-based curriculum in some depth, including needs
assessment, curriculum design, and individual lesson planning. This section also contains classroom management techniques and a
discussion of competency-based evaluation and the American Council on the Teaching of Foreign Languages (ACTFL) oral interview. The manual concludes with a list of ways classroom activities can be organized, an index to charts and checklists included in the manual, a glossary, additional references, and publishers' addresses. (MSE)

Illinois Reading Council Journal, 2023

SJ Erenrich & D. DeRuyver, Eds., A Grassroots leadership and arts for social change primer. International Leadership Association, 444-462., 2022

English Teaching Forum (Forum), 2021

Learning Abstracts, 2015

English Teaching Forum, 2018

Illinois Reading Council Journal, 2018

suggested citation: Lems, K. (2018). Figurative language: Are English language learners falling through the cracks? Illinois Reading Council Journal 46(4), 66-71.

ADULT ESL ORAL READING FLUENCY AND SILENT READING COMPREHENSION Kristin Lems, Ed.D. - Doctoral... more ADULT ESL ORAL READING FLUENCY

AND SILENT READING COMPREHENSION

Kristin Lems, Ed.D. - Doctoral Dissertation, National Louis University, Dec. 2003

Abstract

Reading in a Foreign Language, 2024

This paper examines learners' fluency development in L2 silent reading rate and comprehension. In... more This paper examines learners' fluency development in L2 silent reading rate and comprehension. In both L1 and L2 readings, a positive relationship between readers' silent reading rate and comprehension has not been as firmly established as theories might propose. Based on Wallot et al. (2014), the paper indicates the need to look at readers' silent reading rates as a process rather than a result of the reading act. Variability L2 readers face while reading reflects their successful and unsuccessful attempts to comprehend the text they are reading. Through a new examination of unpublished data from Taguchi et al. (2012), the paper proposes to look at readers' silent reading fluency development across a longer period. In addition, it indicates the need to consider different purposes readers set for their reading to understand how their rates vary. This proposal has practical implications for not only researchers but also classroom practitioners. https://nflrc.hawaii.edu/rfl Taguchi, et al.: The interplay among silent reading rate, comprehension, and an audio reading model 2 Reading in a Foreign Language 36(1)

Guilford Publications, May 1, 2012

Guilford Publications, 2006

Illinois Reading Council journal, Sep 25, 2022

In this issue’s column focusing on adverbs and English language learners, columnist Kristin Lems ... more In this issue’s column focusing on adverbs and English language learners, columnist Kristin Lems explores some of the basic but not-so-obvious features about adverbs that readers and writers need to learn in order to take advantage of these powerful levers of language. The odds are very good that your native English speakers will also benefit from this information—and you might learn a thing or two as well

Academia Letters, 2021

Thank you for all of the wonderful correspondence about the usefulness of this synthesis of impor... more Thank you for all of the wonderful correspondence about the usefulness of this synthesis of important research about the power and beauty of music!
It's very gratifying to be part of efforts to include more music in teaching, learning, and life! ~~ Kristin

A “merry prankster” is a colorful person, real or legendary, who pokes fun at authority and the r... more A “merry prankster” is a colorful person, real or legendary, who pokes fun at authority and the rich, powerful, and arrogant. The merry prankster appears small and powerless, but manages to outwit his opponents, often summing up the situation with witty one-liners — signal examples from medieval history and folklore are Mullah Nasreddin and Till Eugenspiel. In many ways, Woody Guthrie is an American merry prankster. Small in stature but large of intelligence, he used his wits, musical creativity, and people skills to defend the poor against the rich and powerful. He consistently made enemies of the privileged and those in authority, quitting and losing jobs, and he had to find clever ways to wriggle his way out of his problems, while always standing up for his beliefs and singing out boldly about them. This article situates Guthrie in the larger folkloric tradition of the “merry prankster,” using examples from history and folklore to make the case that Woody Guthrie’s life follows t...

ERIC , 2001

Music can be used in the adult ESL classroom to create a learning environment; to build listening... more Music can be used in the adult ESL classroom to create a learning environment; to build listening comprehension, speaking, reading, and writing skills; to increase vocabulary; and to expand cultural knowledge. This digest looks briefly at research and offers strategies for using music in the adult ESL classroom. Research Neurologists have found that musical and language processing occur in the same area of the brain, and there appear to be parallels in how musical and linguistic syntax are processed (Maess & Koelsch, 2001). In one study, college students demonstrated improved short-term spatial reasoning ability after listening to Mozart. This was dubbed the “Mozart effect ” in the popular press (Rauscher, Shaw, & Ky, 1993).

Reading in a foreign language, 2016

Reading fluency research and practice have recently undergone some changes. While past studies an... more Reading fluency research and practice have recently undergone some changes. While past studies and interventions focused on reading speed as their main goal, now more emphasis is being placed on exploring the role prosody plays in reading, and how listening to an audio model of a text while reading may act as a form of scaffolding, or aid, to reading comprehension. This article explores how two elements unique to repeated reading (RR) practices likely provide scaffolding for L2 learners’ reading comprehension: repetitions in reading a text, and having learners read along with an audio model of the text. Scaffolding is an oft-used term in L2 education, but specific examples of it are seldom given. This article addresses scaffolding and suggests future research that can impact reading fluency intervention practices.

Understanding jokes is part of the process of native language acquisition, and jokes are part of ... more Understanding jokes is part of the process of native language acquisition, and jokes are part of the charm that belongs to any language. Learning to understand jokes in a new language is both a cause, and a consequence, of language proficiency (Cook 2000). The most obvious benefit of understanding jokes is that it can help students feel more comfortable in their new language. A shared moment of humor lowers the affective filter, that invisible barrier that makes learners feel awkward and uncomfortable. A low affective filter is one of the cornerstones of successfully learning a new language (Krashen 1982). If a class can laugh together, they are likely to learn better together, too. Jokes based on wordplay have additional benefits because they build metalinguistic awareness, or conscious awareness of the forms of language, and this, in turn, helps in learning more language (Ely and McCabe 1994; Zipke 2008; Lems 2011). In particular, metalinguistic awareness boosts reading comprehens...

Guilford Publications, 2012

ABSTRACT Because fluency instruction was identified, only recently, as a cornerstone literacy sub... more ABSTRACT Because fluency instruction was identified, only recently, as a cornerstone literacy subject--it is still unfamiliar terrain for many teachers. This volume fills a crucial gap by offering a thorough, authoritative examination of what reading fluency is--and how it should be taught. Contributing authors, who include the field's leading authorities, review the growing knowledge base and provide clear recommendations for effective, engaging instruction and assessment. Special topics include promising applications for struggling readers and English language learners. Throughout, vignettes and examples from exemplary programs bring the research to life, enhancing the book's utility as an undergraduate-or graduate-level text and a resource for in-service teachers. Contents includes: Introduction (Timothy Rasinski, Camille Blachowicz, and Kristin Lems); Part I, Fluency Theory, Fluency Research includes the following chapters: (1) Reading Fluency: Its Past, Present, and Future (S. Jay Samuels); (2) Developing Fluency in the Context of Effective Literacy Instruction (Timothy Shanahan); (3) Fluency: The Link between Decoding and Comprehension for Struggling Readers (David J. Chard, John J. Pikulski, and Sarah H. McDonagh); (4) "Hey, Teacher, When You Say "Fluency": What Do You Mean?": Developing Fluency in Elementary Classrooms, (D. Ray Reutzel); (5) Reading Fluency: More Than Fast and Accurate Reading (Barbara J. Walker, Kouider Mokhtari, and Stephan Sargent); (6) Hijacking Fluency and Instructionally Informative Assessments (Danielle V. Mathson, Richard L. Allington, and Kathryn L. Solic); Part II, Best Programs, Best Practices, contains the following chapters: (7) The Fluency Assessment System: Improving Oral Reading Fluency with Technology (Susan Johnston); (8) "Everybody Reads": Fluency as a Focus for Staff Development ( Camille Blachowicz, Mary Kay Moskal, Jennifer R. Massarelli, Connie M. Obrochta, Ellen Fogelberg, and Peter Fisher); (9) Meaningful Oral and Silent Reading in the Elementary and Middle School Classroom: Breaking the Round Robin Reading Addiction (Gwynne Ellen Ash and Melanie R. Kuhn); (10) Paired Reading: Impact of a Tutoring Method on Reading Accuracy, Comprehension, and Fluency (Keith J. Topping; (11) "Jonathon is 11 but Reads Like a Struggling 7-Year-Old": Providing Assistance for Struggling Readers with a Tape-Assisted Reading Program (Meryl-Lynn Pluck); (12) Readers Theater across the Curriculum (Lila Ubert Carrick). Part III, Special Populations, Special Issues; continues with these chapters: (13) Reading Fluency and Comprehension in Adult English Language Learners (Kristin Lems); (14) Teaching Fluency (and Decoding) through Fast Start: An Early Childhood Parental Involvement; Program (Bruce Stevenson, Timothy Rasinski, and Nancy Padak); (15) Building a Focus on Oral Reading Fluency into Individual Instruction for Struggling Readers (Jerry Zutell, Randal Donelson, Jessica Bevans, and Patsy Todt); (16) Fluency from the First: What Works with First Graders, Elfrieda H. Hiebert and Charles W. Fisher. Appended is: (1) Multidimensional Fluency Scale.