Increasing Content Accessibility: An Evaluation of the Support Demands of ELLs in the Comprehension of Informational Texts

Increasing Content Accessibility: An Evaluation of the Support Demands of ELLs in the Comprehension of Informational Texts

Bibliographic Details
Main Author: Fite, Nathan M.
Language:English
Published: University of Cincinnati / OhioLINK 2017
Subjects:
Reading Instruction
English language learners
reading comprehension
first language
ELLs
culturally responsive
background knowledge
Online Access:http://rave.ohiolink.edu/etdc/view?acc_num=ucin1511864076572502
id ndltd-OhioLink-oai-etd.ohiolink.edu-ucin1511864076572502
record_format oai_dc
spelling ndltd-OhioLink-oai-etd.ohiolink.edu-ucin15118640765725022021-08-03T07:04:45Z Increasing Content Accessibility: An Evaluation of the Support Demands of ELLs in the Comprehension of Informational Texts Fite, Nathan M. Reading Instruction English language learners reading comprehension first language ELLs culturally responsive background knowledge Reading comprehension is highly complex task that demands the simultaneous integration of decoding and semantic processing in order to construct meaning from the text. A major obstacle for English language learners in the comprehension of academic texts is that informational texts often include omissions of important information that is assumed to be understood by the reader. To address this issue, this study investigated the utility of a culturally adaptive intervention package called Preview-Review in order to enhance the reading fluency, comprehension level, and reading comprehension rate of ELLs in an ongoing Repeated Readings intervention. This study employed an alternating treatment design with baseline for three English language learners in an urban midwestern middle school. Participants were provided with scripted bilingual preview of conceptual and contextual information relating to the topic, and explicit instruction of passage vocabulary using cognates, multiple exemplars, and reinforcement. The effects of both repeated readings with preview-review were measured on oral reading fluency, reading comprehension score, and reading comprehension rate. Results indicated that the repeated readings with preview-review was superior to the repeated readings stand-alone condition across all target variables. All students showed growth in generalized reading performance on novel passages by the end of the intervention. 2017 English text University of Cincinnati / OhioLINK http://rave.ohiolink.edu/etdc/view?acc_num=ucin1511864076572502 http://rave.ohiolink.edu/etdc/view?acc_num=ucin1511864076572502 unrestricted This thesis or dissertation is protected by copyright: all rights reserved. It may not be copied or redistributed beyond the terms of applicable copyright laws.
collection NDLTD
language English
sources NDLTD
topic Reading Instruction
English language learners
reading comprehension
first language
ELLs
culturally responsive
background knowledge
spellingShingle Reading Instruction
English language learners
reading comprehension
first language
ELLs
culturally responsive
background knowledge
Fite, Nathan M.
Increasing Content Accessibility: An Evaluation of the Support Demands of ELLs in the Comprehension of Informational Texts
author Fite, Nathan M.
author_facet Fite, Nathan M.
author_sort Fite, Nathan M.
title Increasing Content Accessibility: An Evaluation of the Support Demands of ELLs in the Comprehension of Informational Texts
title_short Increasing Content Accessibility: An Evaluation of the Support Demands of ELLs in the Comprehension of Informational Texts
title_full Increasing Content Accessibility: An Evaluation of the Support Demands of ELLs in the Comprehension of Informational Texts
title_fullStr Increasing Content Accessibility: An Evaluation of the Support Demands of ELLs in the Comprehension of Informational Texts
title_full_unstemmed Increasing Content Accessibility: An Evaluation of the Support Demands of ELLs in the Comprehension of Informational Texts
title_sort increasing content accessibility: an evaluation of the support demands of ells in the comprehension of informational texts
publisher University of Cincinnati / OhioLINK
publishDate 2017
url http://rave.ohiolink.edu/etdc/view?acc_num=ucin1511864076572502
work_keys_str_mv AT fitenathanm increasingcontentaccessibilityanevaluationofthesupportdemandsofellsinthecomprehensionofinformationaltexts
_version_ 1719453221444911104

Similar Items