Restricted Access Thesis
This research investigated the strategies used by secondary level English language learners (ELLs) while reading a history passage. Students were asked a series of questions about their preferred vocabulary strategies followed by the reading of a short text. Students were then asked to define key words selected from the passage. The research showed that the students struggled to find appropriate definitions for many of the vocabulary words in the history passage but were still able to verbally give the overall meaning of the text. Implications of the research include knowing which vocabulary comprehension strategies secondary level ESL students may already use and prefer, allowing teachers to focus on introducing new strategies to students.
Barbera, Andrea, "How students use academic vocabulary comprehension strategies in reading history" (2011). School of Education Student Capstones and Dissertations. 454.