Document Type
Article
Publication Date
2023
Publication Title
Frontiers in Education
Abstract
Supporting students’ reading competence (i.e., their comprehension and vocabulary) is complex, particularly when working with multilingual learners, and involves implementing instructional practices to support their behavioral engagement in reading as well as their reading motivation. The purpose of this mixed methods case study was to examine changes in multilingual learners’ reading comprehension, academic vocabulary, reading engagement, and reading motivation after participating in a 7-week intervention called United States History for Engaged Reading (USHER) and then examine qualitative data to explain why these changes may have occurred. We found changes in the reading comprehension of MLs across all four teachers’ classes, and variable changes in academic vocabulary, reading engagement, and reading motivation. We highlight specific instructional practices that may have led to these changes, including engaging students in discussions during explicit vocabulary instruction, allowing students choice and the opportunity to collaborate, and making the content relevant by relating it to students’ lives, among others.
Recommended Citation
Gallagher, Melissa A.; Beck, Jori S.; Ramirez, Erin M.; Barber, Ana Taboada; and Buehl, Michelle M., "Supporting multilingual learners’ reading competence: a multiple case study of teachers’ instruction and student learning and motivation" (2023). Education and Leadership Faculty Publications and Presentations. 2.
https://digitalcommons.csumb.edu/educ_fac/2
Comments
Published in Frontiers in Education by Frontiers Media. Available via doi: 10.3389/feduc.2023.1085909.
© 2023 Gallagher, Beck, Ramirez, Barber and Buehl. This is an open-access article distributed under the terms of the Creative Commons Attribution License (CC BY). The use, distribution or reproduction in other forums is permitted, provided the original author(s) and the copyright owner(s) are credited and that the original publication in this journal is cited, in accordance with accepted academic practice. No use, distribution or reproduction is permitted which does not comply with these terms.