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Date of Graduation
8-9-2024
Document Type
Thesis
Degree Name
Educational Specialist (EdS)
Department
Department of Graduate Psychology
Advisor(s)
Debi Kipps-Vaughan
Tammy Gilligan
Tiffany Hornsby
Abstract
This study investigated reading instruction for English language learners (ELLs) by examining teachers' experiences and perspectives on teaching ELL students reading comprehension in an educational system with a low proportion of language minority students. The study addressed the prevalent concern of reading comprehension difficulties among ELLs and the need to bridge the gap between research-based strategies and practices in public schools. Semi-structured interviews were conducted with four educators actively engaged in teaching ELLs at the upper elementary through high school levels. Thematic analysis of the data revealed several themes that were sorted into four main categories: training, curriculum, experience, and recommendations. Several key points from the findings aligned with existing research, while some unique challenges and difficulties were brought to light. Key findings included the rewarding nature of teaching ELLs and the common lack of prior training among teachers in their preparation programs. Challenges such as insufficient dedicated safe spaces, number of qualified ESOL teachers, and complications in multidisciplinary collaboration were among the factors contributing to ELLs’ reading comprehension development found in the study. The study's limitations and practical implications for school psychologists and educators were discussed. This research contributes to a deeper understanding of the complexities involved in teaching reading comprehension to ELLs in low proportion language minority settings, and provides insights for improving educational practices and policies.
Recommended Citation
Cotham, Chutikarn, "Teaching reading comprehension to English language learners in a system with a low proportion of language minority students" (2024). Educational Specialist, 2020-current. 83.
https://commons.lib.jmu.edu/edspec202029/83
Included in
Bilingual, Multilingual, and Multicultural Education Commons, Language and Literacy Education Commons, School Psychology Commons
