Reading Strategies and Their Impact on Student Achievement for Level I ESOL Students
MetadataShow full item record
Type of Work24 p.
action research papers
ProgramMasters of Education
RightsCollection may be protected under Title 17 of the U.S. Copyright Law. To obtain information or permission to publish or reproduce, please contact the Goucher Special Collections & Archives at 410-337-6347 or email firstname.lastname@example.org.
SubjectsEducation -- Research papers (Graduate)
Reading -- Research.
Academic achievement -- Research.
English language -- Acquisition -- Research.
Education -- Research papers (Graduate)
The purpose of this study was to determine whether the use of reading strategies would increase student achievement for Level I ESOL students. This study was quasiexperimental and used a pretest/posttest design. The independent variable in this study was the various reading strategies such as graphic organizers, word walls, and pictures. The dependent variable for this study was the grade achieved on pre- and post-Unit 5 indicator tests. A dependent t-test was run to determine whether there was a significant difference in Unit 5 indicator assessment scores from pretest to posttest. Results showed no significant difference between the two tests. If this study were to be replicated, it would benefit from the addition of using a larger sample, incorporating data from multiple schools that have ESOL I students. This study would benefit from additional research in using curriculums other than just social studies. Finally, the study should be replicated after providing additional professional development in the area of teaching Level I ESOL students. The data of this research did not offer the positive outcome that was desired. However, it provides useful conclusions and opportunities for both the Level I ESOL student and his/her teachers. It opens the door for future discussions, research, and much-needed debate on how best to help ESOL students be successful in American classrooms.