Educational Tools and Methods Available to Improve Comprehension for Non-English Speaking and Special Needs Students in the General Education Classroom

Abstract

The purpose of this study was to examine and investigate the relationship between direct vocabulary instruction and reading comprehension when working with students who are English Language Learners (ELL) and special needs students reading below grade level in the general education classroom. The main goal is to determine whether direct instruction of vocabulary has a significant impact on reading comprehension. The hypothesis was that there would be a relationship between vocabulary and comprehension. The relationship between direct vocabulary instruction, reading comprehension skills, and lessons assessed comprehension of ninth-grade ELL, SLD, and general education students as measured through direct instruction and small teacher-created quizzes. The results of the study show there is a relationship between direct vocabulary instruction and reading comprehension when working with English Language Learners (ELL) and special needs students reading below grade level in the general education classroom. When targeted vocabulary word lessons were taught in conjunction with comprehension strategies and teachings, students’ attainment of restored comprehension levels increased.

Keywords: relationship between vocabulary and comprehension, reading below grade level, general education classroom, assess comprehension, direct instruction and small teacher-created quizzes, targeted vocabulary word lessons, comprehension strategies