Explicit Comprehension Strategy Instruction and the Effect on Oral Reading Fluency of English Learners
Term
Spring 5-4-2015
Capstone
Thesis
Degree Name
MAESL
Primary Advisor/Dissertation Chair
Margaret Farrell
Secondary Advisor/Reader One
Anne DeMuth
Peer-Reviewer/Reader Two
Rachel Herman
Abstract
The research question addressed in this project was: Does instruction that focuses on specific comprehension strategies with ELs affect ELs’ reading abilities when measured with criteria valid only with native-English speakers’ progress tracking? The motivation for this capstone was a desire to discover whether explicit instruction of ELs in reading comprehension strategies would show growth when assessed with materials use with native-English speaking students such as Fountas and Pinnell’s Benchmark Assessment System, oral reading fluency progress monitoring, and comprehension assessment of passages read orally. The project, a six-week study, was completed with four second grade participants. The study found that explicit comprehension strategy instruction does affect assessed reading ability. There was a greater positive effect shown on pre- and post-study assessment than on weekly assessment.
Keywords
Assessment, ESL/ ELLs, Reading
Recommended Citation
Olson-Wyman, Samantha Leigh, "Explicit Comprehension Strategy Instruction and the Effect on Oral Reading Fluency of English Learners" (2015). School of Education and Leadership Student Capstone Theses and Dissertations. 119.
https://digitalcommons.hamline.edu/hse_all/119