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ETD Abstract Container

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Increasing Content Accessibility: An Evaluation of the Support Demands of ELLs in the Comprehension of Informational Texts

Fite, Nathan M
http://orcid.org/0000-0002-5610-6352
http://rave.ohiolink.edu/etdc/view?acc_num=ucin1511864076572502

Abstract Details

2017, PhD, University of Cincinnati, Education, Criminal Justice, and Human Services: School Psychology.
Reading comprehension is highly complex task that demands the simultaneous integration of decoding and semantic processing in order to construct meaning from the text. A major obstacle for English language learners in the comprehension of academic texts is that informational texts often include omissions of important information that is assumed to be understood by the reader. To address this issue, this study investigated the utility of a culturally adaptive intervention package called Preview-Review in order to enhance the reading fluency, comprehension level, and reading comprehension rate of ELLs in an ongoing Repeated Readings intervention. This study employed an alternating treatment design with baseline for three English language learners in an urban midwestern middle school. Participants were provided with scripted bilingual preview of conceptual and contextual information relating to the topic, and explicit instruction of passage vocabulary using cognates, multiple exemplars, and reinforcement. The effects of both repeated readings with preview-review were measured on oral reading fluency, reading comprehension score, and reading comprehension rate. Results indicated that the repeated readings with preview-review was superior to the repeated readings stand-alone condition across all target variables. All students showed growth in generalized reading performance on novel passages by the end of the intervention.
Julie Morrison, Ph.D. (Committee Chair)
Renee Hawkins, Ph.D. (Committee Member)
Liliana Rojas-Guyler, Ph.D. (Committee Member)
93 p.
Reading Instruction
English language learners; reading comprehension; first language; ELLs; culturally responsive; background knowledge

Recommended Citations

Citations

  • Fite, N. M. (2017). Increasing Content Accessibility: An Evaluation of the Support Demands of ELLs in the Comprehension of Informational Texts [Doctoral dissertation, University of Cincinnati]. OhioLINK Electronic Theses and Dissertations Center. http://rave.ohiolink.edu/etdc/view?acc_num=ucin1511864076572502

    APA Style (7th edition)

  • Fite, Nathan. Increasing Content Accessibility: An Evaluation of the Support Demands of ELLs in the Comprehension of Informational Texts. 2017. University of Cincinnati, Doctoral dissertation. OhioLINK Electronic Theses and Dissertations Center, http://rave.ohiolink.edu/etdc/view?acc_num=ucin1511864076572502.

    MLA Style (8th edition)

  • Fite, Nathan. "Increasing Content Accessibility: An Evaluation of the Support Demands of ELLs in the Comprehension of Informational Texts." Doctoral dissertation, University of Cincinnati, 2017. http://rave.ohiolink.edu/etdc/view?acc_num=ucin1511864076572502

    Chicago Manual of Style (17th edition)

ucin1511864076572502
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This open access ETD is published by University of Cincinnati and OhioLINK.