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English Language Learners' Reading C...

Mullen-O'Leary, Carol.

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English Language Learners' Reading Comprehension: Advance Organizers and Comprehension Monitoring.

Record Type:	Electronic resources : Monograph/item
Title/Author:	English Language Learners' Reading Comprehension: Advance Organizers and Comprehension Monitoring./
Author:	Mullen-O'Leary, Carol.
Description:	198 p.
Notes:	Source: Dissertation Abstracts International, Volume: 76-10(E), Section: A.
Contained By:	Dissertation Abstracts International76-10A(E).
Subject:	English as a second language. -
Online resource:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3706227
ISBN:	9781321798043

English Language Learners' Reading Comprehension: Advance Organizers and Comprehension Monitoring.
Mullen-O'Leary, Carol.

English Language Learners' Reading Comprehension: Advance Organizers and Comprehension Monitoring. - 198 p.

Source: Dissertation Abstracts International, Volume: 76-10(E), Section: A.

Thesis (Ph.D.)--Northcentral University, 2015.

Academic success depends on reading comprehension; however, only 28% of English language learners (ELLs) read at or above proficiency. For intermediate level ELLs in grades 10 -- 12, this is critical since they are not afforded the years associated with gaining native-like proficiency; therefore, this study sought to better understand the impact of two reading theoretical interventions (Schema and Metacognitive) on this population. The purpose of this quantitative study was to use a pre-test/post-test quasi-experimental design to compare the reading comprehension in L2 (Enlgish) of three groups: (a) a Control Group, (b) a Schema Group (advance organizers), and (c) a Metacognitive Group (Reciprocal Teaching). The participants were equally divided between genders, with a mean age of 17.4, spoke five first languages, and had an average time in US public schools of 2.51 years. The 102 participants were an appropriate number for this study, given a power = 0.82 with an alpha = 0.18. A one-way ANOVA was performed along with the Tukey post-hoc test. The Tukey post-hoc test revealed that the comprehension scores were significantly higher for those participants in the Schema Group (16.03 +/- 4.3, p = .042) and the Metacognitive Group (16.32 +/- 5.26, p = .022) compared to the participants in the Control Group (13.12 +/- 5.06 ), with no difference between the schema and metacognitive groups ( p = .967). This signifies a need to incorporate advance organizers and Reciprocal Teaching strategies in the classroom, instructional texts used by students, and when considering of RTI plans. Recommendations for future research include exploring the effects of these strategies on ELLs at other proficiency levels and grade levels, and studying the effect of extended use of the strategies.

ISBN: 9781321798043Subjects--Topical Terms:

516208
English as a second language.

English Language Learners' Reading Comprehension: Advance Organizers and Comprehension Monitoring.
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245 1 0 $a English Language Learners' Reading Comprehension: Advance Organizers and Comprehension Monitoring.
300 $a 198 p.
500 $a Source: Dissertation Abstracts International, Volume: 76-10(E), Section: A.
500 $a Adviser: Trent Nguyen.
502 $a Thesis (Ph.D.)--Northcentral University, 2015.
520 $a Academic success depends on reading comprehension; however, only 28% of English language learners (ELLs) read at or above proficiency. For intermediate level ELLs in grades 10 -- 12, this is critical since they are not afforded the years associated with gaining native-like proficiency; therefore, this study sought to better understand the impact of two reading theoretical interventions (Schema and Metacognitive) on this population. The purpose of this quantitative study was to use a pre-test/post-test quasi-experimental design to compare the reading comprehension in L2 (Enlgish) of three groups: (a) a Control Group, (b) a Schema Group (advance organizers), and (c) a Metacognitive Group (Reciprocal Teaching). The participants were equally divided between genders, with a mean age of 17.4, spoke five first languages, and had an average time in US public schools of 2.51 years. The 102 participants were an appropriate number for this study, given a power = 0.82 with an alpha = 0.18. A one-way ANOVA was performed along with the Tukey post-hoc test. The Tukey post-hoc test revealed that the comprehension scores were significantly higher for those participants in the Schema Group (16.03 +/- 4.3, p = .042) and the Metacognitive Group (16.32 +/- 5.26, p = .022) compared to the participants in the Control Group (13.12 +/- 5.06 ), with no difference between the schema and metacognitive groups ( p = .967). This signifies a need to incorporate advance organizers and Reciprocal Teaching strategies in the classroom, instructional texts used by students, and when considering of RTI plans. Recommendations for future research include exploring the effects of these strategies on ELLs at other proficiency levels and grade levels, and studying the effect of extended use of the strategies.
590 $a School code: 1443.
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650 4 $a Reading instruction. $3 2122756
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