English language learners (ELLs) previewing literature on digital curriculum to improve reading comprehension and motivation on accelerated reader tests





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This study addresses the effects of previewing reading tests on the reading scores of four English Language Learners (ELLs) with different reading abilities. After the pre-reading strategy of previewing the literature on the computer, the ELLs read the book and then took an Accelerated Reader test on the computer. The results of their tests were immediately calculated. The ELLs then read an Accelerated Reader book at the exact same reading level, but this time without the pre-reading strategy. The book was read, and then the Accelerated Reader test was taken and test results were charted. A comparison between the two scores were tabulated and found. The results showed that the pre-reading strategy helped students' reading scores as well as providing motivation to the students to read the text.

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