English Language Learners and Participation
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2021-05
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Masters of Education
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Abstract
This study was conducted to determine the relationship between attendance/participation and reading comprehension with English Language Learners. The study was conducted with twenty sophomore high school students in United States Government classes. The twenty students were split between two different classes and both classes had a special education co-teacher. Classes were fifty minutes long with an accompanying twenty-minute small group time where students could stay and receive extra help. This study would yield results that students who attended regularly and participated regularly would do much better on their reading comprehension post-test.