9—Fiction and Nonfiction Texts

Fiction and nonfiction texts have very different structures.  If ELLs receive instruction in these different structures, then the structure of the text can help unlock meaning.  For example, if a student knows that a fiction text, usually begins with the setting, then that gives the student a few key things, such as time and place, to look for when reading the beginning of a story. This is especially true for stories that the students may have already read in their native language, such as fairy tales.  Similarly, if students can identify compare and contrast structures, then they can read focusing on what two items do or do not have in common.  By focusing reading, ELLs hop will not feel as bogged down by unfamiliar vocabulary.

            The pictures, graphs and charts in nonfiction texts also help ELLs unlock meaning because they do not rely solely on words.  Often textbooks have good graphic organizers that present the written information in another way that may be easier for an English language learner to understand.  Beginning level fiction books also have strong picture support, but that support diminishes as the difficulty of the text increases.  ELLs may have more trouble creating mental pictures because of figures of speech or unfamiliar vocabulary.

            The vocabulary and sentence structures in nonfiction texts can be especially challenging to ELLs because of the academic way of writing that includes many abstractions (Gibbons 2002).  Many of the definitions also include complex vocabulary so glossaries may not be helpful.  I did not think that the chapter review questions would be that helpful in guiding reading because they do not always focus on the most important information and the wording of questions can confuse many students, no matter their English language ability.