Term
Summer 8-12-2015
Capstone
Thesis
Degree Name
MAESL
Primary Advisor/Dissertation Chair
Laura Halldin
Secondary Advisor/Reader One
Amy Marie Hewett-Olatunde
Peer-Reviewer/Reader Two
Emily Canfield
Abstract
The research question addressed in this project was, what effect does Direct Instruction reading curriculum have on improving the reading fluency of Arabic speaking, English language middle school students? It documents one teacher’s experience and results using Direct Instruction reading curricula to improve reading fluency and comprehension of Qatari English Learner students. The author provides a literature review of Direct Instruction research and documents the results of his own efforts to increase the reading fluency of his students using Direct Instruction curricula and methods. He concludes that Direct Instruction was ineffective for his students, as it did not significantly improve fluency and comprehension scores.
Keywords
ESL/ ELLs, Literacy, Reading, Special Education
Recommended Citation
Lorence, Jared Andrew, "The Effectiveness of Direct Instruction in Increasing English Reading Fluency for Arabic Speaking English Language Learner Students in Qatar: A Research Case Study" (2015). School of Education and Leadership Student Capstone Theses and Dissertations. 202.
https://digitalcommons.hamline.edu/hse_all/202