Date of Award
Spring 5-15-2019
Document Type
Thesis (699 registration)
Degree Name
Master of Science in Curriculum & Instruction
Department
Graduate Studies
Committee Chair
Dr. Renee Harmon
Keywords
phonics, ELL, ESL, reading comprehension, secondary, high school
Abstract
Abstract
This paper discusses the implications phonics has on reading comprehension in the older English Language Learner. The subjects for this study were in the same Language Arts class in the Sheltered-Instruction Observation Protocol classroom, and they ranged from 15-20 years old. They were all in the same class because they were all Level III or IV with their language proficiency based on the WIDA ACCESS score in Speaking, Listening, Reading, and Writing. The study used Lexile scores from the Reading Inventory test used in the READ 180 classroom as the summative assessment of reading comprehension abilities. The focus for data was on pronunciation, fluency, and reading Lexile scores. In order to gather this information, they were received lessons based on phonics using the articles in READ 180, read those as fluency passages, and their common mispronunciations were assessed for whether it impeded comprehension. The conclusion of this study found that there was a decrease in comprehension with the group that focused on phonics and an increase with the vocabulary focus group.
Keywords: phonics, secondary ELL, EL, reading comprehension, Lexile
Recommended Citation
Piekutowski, Lindsay, "Using Phonics to Increase Reading Comprehension in English Language Learners" (2019). Dissertations, Theses, and Projects. 221.
https://red.mnstate.edu/thesis/221
Included in
Bilingual, Multilingual, and Multicultural Education Commons, Curriculum and Instruction Commons