Restricted Access Thesis
This study investigates the use of reading strategies to better prepare English language learners (ELLs) for texts in a third-grade pull-out guided reading class. Five ESL students of varying language backgrounds participated in the action research study for 20-25 minutes daily for three weeks. Pre-reading strategies were incorporated into lesson plans for daily instruction. Checklists, observations, audio recordings, journaling, field notes and anecdotal records document instruction and student learning. The study concluded with an interview of the five participants. The study reveals explicit pre-reading strategy instruction, careful modeling, and scaffolding are beneficial in preparing ELLs for texts in guided reading.
Maas, Valissa, "Using pre-reading learning strategies to better prepare ELLs for texts in guided reading" (2007). School of Education Student Capstones and Dissertations. 352.