Enhancing reading comprehension in upper-elementary English language learners : a review

• Main Author: Nowadly, AmandaJoe Sullivan
• Format: Others
• Language: English
• Published: 2012
• Subjects: Reading; Literacy; Upper elementary; English language learner; ELL; Comprehension; Intervention
• Online Access: http://hdl.handle.net/2152/ETD-UT-2012-05-5267

The effects of comprehension-strategy based and decoding/fluency-based reading interventions on the reading comprehension skills of upper-elementary English language learners (ELLs) were evaluated in this review. Nine studies assessing the efficacy of ten interventions were systematically reviewed. Findings showed that comprehension strategy-based interventions were associated with positive gains in reading comprehension, while decoding and fluency-based interventions were not. Support was shown for direct instruction with guided and independent practice, large group discussions, and small-group student-led discussions. Support was also shown for the use of the following comprehension strategies: summarizing the text, identifying the main idea, making personal connections to the text, monitoring vocabulary comprehension, making predictions, asking questions, and visualizing. === text