Summer 8-4-2016



Degree Name


Primary Advisor/Dissertation Chair

Amy Marie Hewett-Olatunde

Secondary Advisor/Reader One

Ruthe Thompson

Peer-Reviewer/Reader Two

Sasha Sook


The purpose of this study was to determine if Text Talk is a viable vocabulary-teaching tool for English Learners. The students of the study were provided additional support in vocabulary and reading skills based on formal and informal grade level assessments. The children received supplemental instruction within the RtI framework. The research approach was an action research project that took place during an extended reading period. The Text Talk program was tested with first, second and third grade students as an intervention strategy. The study was carried out over a four-week period. The first two weeks the Text Talk guide was strictly followed and the next two weeks changes were made to the curriculum. The data collected consisted of weekly pre and post vocabulary assessments, comprehension assessments and teacher journaling. Text Talk proved an effective intervention-teaching tool for ELs when language-learning strategies were added.

Research Methodology

Action Research


At-risk Students, ESL/ ELLs, Reading, Response to Intervention (RtI)

Included in

Education Commons