Reading Strategies and Their Impact on Student Achievement for Level I ESOL Students
Loading...
Links to Files
Permanent Link
Collections
Author/Creator
Author/Creator ORCID
Date
2013-05
Type of Work
Department
Program
Masters of Education
Citation of Original Publication
Rights
Collection 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 archives@goucher.edu.
Abstract
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.