id	author	title	date	pages	extension	mime	words	sentences	flesch	summary	cache	txt
work_4e6xauvjorcy5o7ytcdwagx3ta	Deoksoon Kim	Dialogic meaning construction and emergent reading domains among four young English language learners in second-language reading	2011	21	.pdf	application/pdf	11359	841	55	responsive reading offers English language learners the zone of meaning identified six key elements for ELLs' literacy development: (1) Key components of reading consist of phonemic awareness, phonics, fluency, vocabulary, and text comprehension (NICHD 2000). Few studies, however, address L2 reading processes and dialogic meaning construction, critical areas for need to discuss ELLs' L2 reading processes in situated contexts (boundaries of dialogue all ELLs, the reading process provides new information and knowledge. to the text, and these processes motivate ELLs' meaning construction while reading; process that helps ELLs to recognize themselves, to co-construct meaning while reading, and to become social beings in their new culture (Bakhtin 1986). ELLs make meaning while reading stories within the domains or about the particular contexts (Gee 2008), these domains embrace these four ELLs' ethnic and cultural heritages, L1 literacy, and real-life experiences, acknowledging them as active knowledgegenerators who co-construct meaning from the text (Bakhtin 1986; Freire 1970).	./cache/work_4e6xauvjorcy5o7ytcdwagx3ta.pdf	./txt/work_4e6xauvjorcy5o7ytcdwagx3ta.txt