The Role of Reading and Writing Instructional Practices on Reading Comprehension Development in English Learners and Native-English Speakers

The Role of Reading and Writing Instructional Practices on Reading Comprehension Development in English Learners and Native-English Speakers

First Author: Ye Shen -- University of Delaware
Additional authors/chairs: 
Adrian Pasquarella; Rui Wang; Fan Zhang
Keywords: Writing development, Reading comprehension, English Language Learners (ELL), reading strategies, children
Abstract / Summary: 

Purpose: This study addressed two research objectives: (1) examine reading comprehension development between English Learners (ELs) and their monolingual peers across grades 3-5, within historically under performing schools enrolled in a state-supported comprehensive school reform effort. (2) Examine the relationship between teacher reported reading and writing practices on growth in reading comprehension

Method: Across grades 3-5, 11,427 students’ (1,441 ELs and 9,986 native English-speaking) reading achievement was assessed three time points (fall, winter, and spring) in one year. Teaching practices data was collected from 148 grade-level teams of teachers. Teachers discussed and completed the extensive questionnaires (adapted from Kiuhara, Graham, & Hawken, 2009 & Riesman, Miller, & Torgesen, 2009) in grade-level teams to document and describe the reading and writing curriculum and practices.

Results: Preliminary analyses showed that both ELL and non-ELL children improved as they progressed through Grade 5. However, ELL children made significantly more gains than their non-ELL peers. Further analyses will conduct exploratory and confirmatory factor analyses to identify factors of teachers’ use of specific reading and writing practices. Then growth-mixture modeling will be used to examine which teacher factors relate to performance and growth for ELs and their peers.

Conclusion: Implications regarding effective teaching practices that foster reading comprehension development among culturally and linguistically diverse children, in schools undergoing reform efforts will be discussed.