The first action should require a reduction in linguistic complexity (Abedi & Levine, 2013) by addressing the number of word families needed to comprehend text on state tests (Nation, 2006) and reducing
the syntactic awareness difficulty (Abedi & Gándara, 2006).
Throughout my lessons I integrate effective teaching strategies in phonemic awareness, to provide ELLs various scaffolding techniques that are beneficial in improving sight word automaticity, vocabulary knowledge, and
syntactic awareness in reading comprehension.