Abstract
The number of English Language Learners (ELLs) in mainstream classrooms is increasing every year. Developing reading comprehension skills in lower level ELL students can be a challenging but important task for educators. It is crucial for classroom teachers to identify students’ proficiency levels, and then differentiate instruction to meet the reading needs for each of these students. As an elementary classroom teacher, this teacher inquiry study investigates four strategies including: visuals/realia, graphic organizers, language objectives, and building background as a means to support reading comprehension skills among three participants in a third grade classroom. The study investigates the research question, “In what ways can I differentiate instruction to increase reading comprehension in lower level ELL students?”
DOI
http://doi.org/10.5038/2379-9951.2.1.1048
Recommended Citation
Braunworth, Olivia T. and Franco, Yvonne Ph.D.
(2017)
"Reaching Below Level ELL’s Reading Comprehension,"
Journal of Practitioner Research: Vol. 2
:
Iss.
1
, Article 4.
http://doi.org/10.5038/2379-9951.2.1.1048
Available at: https://digitalcommons.usf.edu/jpr/vol2/iss1/4
Included in
Bilingual, Multilingual, and Multicultural Education Commons, Educational Assessment, Evaluation, and Research Commons, Elementary Education and Teaching Commons
