Teaching and instruction: a study exploring contributing factors that impact reading comprehension for english language learners in middle school and strategies for improvement, 2016

Lewis, Tieandra L.

2010-2019

The purpose of this mixed methodological study was to explore factors that impact English Language Learners (ELLs) reading comprehension in middle school and strategies for improvement. The independent variables were Oral Language Skills, Reading Motivation, Cultural Relevant Pedagogy, Teacher Instructional Strategies, Students Self-Efficacy in the use of English, Academic Peer Support, and Student Socialization/Involvement; the dependent variable was Reading Comprehension. This study took place at one private school outside the Atlanta Metropolitan area in which 99% of the population are ELLs. The participants included 60 students and 3 teachers of different content backgrounds. The quantitative data collected included a survey of 60 students and students Assessing Comprehension and Communication in English State-to-State for English Language Learners (ACCESS for ELLs) scores were analyzed. Pearson r 2-tailed correlation, descriptive statistics, and a regression test were used to test the significant relationship between variables. The qualitative data collected included interviews of 6 students and classroom observations of teachers lesson plans. To analyze the qualitative data, the researcher interpreted statements from the interviews, classroom observations of teachers lesson plans, and document analyses into themes. The findings of this study revealed that there are significant relationships between the dependent variable, reading comprehension and the independent variables oral language skills, students reading motivation, culturally relevant pedagogy, student socialization/involvement, and students self-efficacy in the use of English having the greatest impact on ELLs reading comprehension. KEY TERMS: reading comprehension, culturally relevant pedagogy, brain based learning, strategies, assessments, English Language Learners, Accessibility, Bilingual, Multilingual, and Multicultural Education, Elementary and Middle and Secondary Education Administration, Junior High, Intermediate, Middle School Education and Teaching, Secondary Education and Teaching

text

application/pdf

2016-05-16

dissertation

Doctor of Education (EdD)

Clark Atlanta University

Educational Leadership

Hill, Barbara
Turner, Trevor
Groves, Darrell

Clark Atlanta University

Georgia--Atlanta

http://hdl.handle.net/20.500.12322/cau.td:2016_lewis_tieandra_l