Author Description

The book explores the remedial pedagogy applied during intervention designed to improve the students metacognitive processes of learning new English-language knowledge. Todays globalization and technology on social behaviors demand that school-age students acquire reading skills by the use of audio-visual practices. The linguistic integrations during the intervention processes combined with direct instruction produced an individualized awareness of improvements in comprehension. Each student cognitively processed the audio input and visual text. My findings were related to the cultural practices of ESOL and ELL students to counteract the mismatch between home and school language frameworks. This type of technique encourages students to use the concepts of the English language related to what they hear, read, and speak within and outside of the school environment.