Term

Spring 5-11-2015

Capstone

Thesis

Degree Name

MAESL

Primary Advisor/Dissertation Chair

Patsy Vinogradov

Secondary Advisor/Reader One

Margaret Farrell

Peer-Reviewer/Reader Two

Megan Morin

Abstract

This systematic review documents one teacher’s search for reasons why transitional readers at her elementary school seem to be stagnant in their reading progress, particularly in the area of reading comprehension. The relationship between English oral language proficiency and English reading comprehension for English learners at the transitional stage of reading is explored in depth. Additional factors that make it difficult for transitional readers to move through this stage are identified and discussed. A thorough review and synthesis of the current research is provided, offering many answers to the questions posed. Instructional implications and recommendations for mainstream teachers are shared.

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