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

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