Browsing by Subject "Reading comprehension"
Now showing 1 - 19 of 19
Results Per Page
Sort Options
Item A comparison of mastery and nonmastery learning approaches to teaching reading comprehension to Title I reading students in grades two through six(Texas Tech University, 1985-05) Bacon, Ann HawkinsThis study sought to determine if a mastery learning approach to teaching reading in a supplemental reading program was more effective in promoting reading achievement than a conventional approach. It followed an experimental pretest, posttest design. The treatment group received supplemental instruction in reading with a mastery learning approach using the composite objectives found on the third and fifth grade Texas Assessment of Basic Skills (TABS) test. The control group received supplemental reading instruction using a nonmastery commercial reading phonics skills approach. The subjects were 240 Title I reading students from three elementary schools in Lubbock, The students in grades 2 through 6 were randomly selected from a pool of 384 Title I youngsters who qualified to participate in the Title I remedial reading program. Teachers in the treatment group received training in mastery learning and in the use of the selected materials. Bloom's (1976) cues, participation, reinforcement, and feedback/corrective strategies were used with the treatment group. Mastery was demonstrated by scoring 80 percent or better on each mastery test. Both the treatment and the control groups received reading instruction in the regular classroom. No mastery learning strategies were practiced in these classrooms. The researcher sought to answer the following questions: (1) Is a mastery learning supplemental reading program more effective than a conventional supplemental reading program in promoting achievement in reading comprehension among Title I students? (2) Will a mastery learning approach taught in a supplemental reading program be more effective for boys or for girls than a nonmastery supplemental reading program in promoting reading achievement? (3) Will there be any statistically significant interaction between sex and approach at each grade level? Significance of differences was tested by an ANCOVA inasmuch as t_ test results indicated significant group difference on the pretest. Results of the ANCOVA revealed no significant differences in the reading achievement of students taught by a mastery approach and those taught by a conventional approach. There were no significant differences between sex and approach, and there was no significant interaction between sex and approach.Item A study of reading comprehension using computer-assisted instruction(Texas Tech University, 1986-08) Leahy, Robert MThis study investigated comprehension training through sentence combining, through main idea reading, and through the cloze procedure (usinq computer-assisted instruction). Fifty-one general psychology students served as the control group, and ninety-three developmental reading students served as the experimental subject pool. The experimental group was divided randomly into three different training groups. Effects of instruction were measured by pre- and post-test gains on the Reading Comprehension subtest (Descriptive Tests of Language Skills) and the General Reading subtest (Diagnostic Reading Test). Overall gains were significant. Subscore comparisons showed significant group differences: the sentence-combining group scored higher on the direct statement section of the Reading Comprehension subtest than did either the main idea group or the cloze group; the main idea group scored higher on the main idea portion of the Reading Comprehension subtest than did either the sentence-combining group or the cloze group; and the cloze group scored higher on the inference portion of the Reading Comprehension subtest than did the main idea subgroup or the sentence-combining subgroup (although this last difference failed to meet the criterion for significance). These results have important test-selection implications for treatment- effect evaluation. The results further suggest there are kinds of comprehension tasks which can be taught effectively in solation.Item A study of the readability of selected introductory management textbooks(Texas Tech University, 1975-05) Burkhead, Marie BrownNot availableItem A third grade bilingual teacher's knowledge and practices for developing reading comprehension(2014-09-29) Guerra, MiriamItem An investigation of literature circles as a means to promote reading comprehension(2013-05) Medrano, Elsa; Janisch, Carole; Peggy, Johnson; Price, Margaret A.; Burley, Hansel E.This case study investigated how integrating comprehension strategies within a student centered instructional model such as Literature Circles improved reading comprehension. Research studies have indicated how students involved in Literature Circles have made greater gains in reading comprehension, felt empowered, and discovered how using a strategy helped them comprehend better. The study was conducted in a fifth grade classroom where Literature Circles were a part of daily reading instruction. Research questions centered on the instructional practices of the teacher and students’ perceptions of the instruction along with their personal responses in terms of reading achievement. Data collection included field notes from classroom observations, interviews with the teacher, and interviews with the fifth graders. Findings suggest that students have positive experiences with reading through the use of Literature Circles and they do increase in their ability to understand and use effective reading strategies in order to better comprehend. This study will contribute to the body of educational research in identifying teaching and learning strategies to respond to the literacy needs of students as well as develop best classroom practices specifically related to Literature Circles.Item A comparison of the effects of mobile device display size and orientation, and text segmentation on learning, cognitive load, and user perception in a higher education chemistry course(2015-05) Karam, Angela Marie; Resta, Paul E.; Liu, Min; Hughes, Joan E.; Riegle-Crumb, Catherine; Matthew, EastinThis study aimed to understand the relationship between mobile device screen display size (laptops and smartphones) and text segmentation (continuous text, medium text segments, and small text segments) on learning outcomes, cognitive load, and user perception. This quantitative study occurred during the spring semester of 2015. Seven hundred and seventy-one chemistry students from a higher education university completed one of nine treatments in this 3x3 research design. Data collection took place over four class periods. The study revealed that learning outcomes were not affected by the mobile screen display size or orientation, nor was working memory. However, user perception was affected by the screen display size of the device, and results indicated that participants in the sample felt laptop screens were more acceptable for accessing the digital chemistry text than smartphone screens by a small margin. The study also found that neither learning outcomes, nor working memory was affected by the text segmentation viewed. Though user perception was generally not affected by text segmentation, the study found that for perceived ease of use, participants felt medium text segments were easier to learn from than either continuous or small test segments by a small margin. No interaction affects were found between mobile devices and text segmentation. These findings challenge the findings of some earlier studies that laptops may be better for learning than smartphones because of screen size, landscape orientation is better for learning than portrait orientation in small screen mobile devices, and meaningful text segments may be better for learning than non-meaningful, non-segmented, or overly segmented text. The results of this study suggest that customizing the design to the smartphone screen (as opposed to a one-size-fits-all approach) improves learning from smartphones, making them equal to learning from laptops in terms of learning outcomes and cognitive load, and in some cases, user perspective.Item The contribution of reading fluency and decoding on reading comprehension and the relation between reading fluency and writing fluency in upper elementary grades(2015-05) Kang, Eun Young, Ph. D.; Vaughn, Sharon, 1952-; Bryant, Diane P.; Barnes, Marcia; Toste, Jessica R.; Keith, Timothy Z.; Roberts, Gregory J.Reading comprehension is considered to consist of decoding and linguistic comprehension. However, some researchers have argued that a third component should be considered---reading fluency. Although reading fluency is an important component of reading comprehension, little evidence indicates how much variance in reading comprehension can be explained by reading fluency, or how much the difference in degree of variance is rooted in test format differences. Therefore, the goal of this study is to identify how reading fluency predicts reading comprehension using a multiple linear regression model for fourth and fifth graders. In addition, writing fluency may correlate with reading fluency, as reading and writing moderately correlate with each other. However, few studies have examined these assumptions. This study addresses the following research questions: 1. How do reading fluency and decoding contribute to reading comprehension in the upper elementary grades? Do the contributions of reading fluency and decoding differ depending on how reading comprehension is measured? 2. What is the relation between reading fluency and writing fluency in the upper elementary grades? Results indicate that reading fluency and decoding predict 40.4% to 57.4% of the variance of reading comprehension, regardless of how reading comprehension is measured. Specifically, reading fluency contributed 31.7% of the variance associated with the Gates-MacGinitie, 35.7% associated with the TOSREC, and 40.8% associated with WJ3 Passage Comprehension. An additional 8.9%, 8.3%, and 16.6% of variance for the Gates-MacGinitie, TOSREC, and WJ3 Passage Comprehension, respectively, can be explained by decoding. According to the second set of hierarchical regressions, 37.1%, 39.2%, and 54.8% of the variance of the Gates-MacGinitie, TOSREC, and WJ-III Passage Comprehension, respectively, can be explained by decoding. When reading fluency was entered as a step 2, an additional 3.5%, 4.8%, and 2.6% of the variance for the Gates-MacGinitie, TOSREC, and WJ3 Passage Comprehension, respectively, is accounted for by reading fluency. With regard to the relation between reading fluency and writing fluency, statistically significant positive medium correlations with a range of .448 to .488 were found, which is aligned with the findings from previous studies.Item The contribution of retell to the identification of struggling adolescent readers(2010-05) Reed, Deborah Kay; Vaughn, Sharon, 1952-; Bryant, Diane P.; Rieth, Herbert J.; Roberts, Greg; Sorrells, AudreyThis measurement study examined the construct validity of the retell component of the Texas Middle School Fluency Assessment (Texas Education Agency, University of Houston, & The University of Texas System, 2008a) within a confirmatory factor analysis framework. The role of retell, provided after a one-minute oral reading fluency measure, was investigated by comparing the fit of a three-factor model of reading competence to the data collected on a diverse sample of seventh- and eighth-grade students (N=394). The final model demonstrated adequate to mediocre fit (χ2 = 97.316 {32}; CFI = 0.958; TLI = 0.941; RMSEA = .081). Results suggest that retell was a significant contributor to comprehension (Δχ2=16.652{1}, p < .001), fluency (Δχ2=10.882{1}, p = .001), and word identification (Δχ2=7.84{1}, p = .005). However, the χ2 difference was greater for comprehension, as was the factor loading for comprehension (.250, p < .001) compared to fluency (.194, p < .001) and word identification .167, p < .001). Retell did, however, have a large residual variance (.938), suggesting it did not function well as a measure of comprehension in its current state with low inter-rater reliability (K = .37). Narrative retell scores (.352, p< .001) were better predictors of comprehension than expository retell scores (from .2221 to .264, p < .001) or the combination of all three scores (Δχ2=134.261{19}; p < .001), but average retell scores produced a more parsimonious model than narrative retell scores alone (ΔAIC = 58.275; ΔBIC = 58.275). Average retell was only weakly correlated to other measures of comprehension (from r = .155 to r = .257, p < .01). However, the relationship was stronger than the relationship between retell and other measures of fluency (from r = .158 to r = .183, p < .01) or word identification (r = .132, p < .05). In addition, retell did not demonstrate differential item functioning when student characteristics (e.g., primary language, socioeconomic status, ability level) were entered as covariates, even though there were overall latent differences.Item The effect of implementing an interactive reading project on reading comprehension in the third-semester Russian language class(2011-05) Zachoval, Filip; Garza, Thomas J.; Arens, Katherine; Liu, Min; Kolsti, John; Pichova, HanaIn recent years, a number of empirical and conceptual studies about Project-Based Learning (PBL) have presented consistent arguments rationalizing this approach to language learning and teaching. The most common benefits attributed to project work in the second- and foreign-language settings have been located and described in recent research. However, only a few empirical studies have been conducted to evaluate the effect of project work on language learning, and even fewer on specific language skills. This dissertation presents the results of a quasi-experimental research study that investigates the effect of incorporating a semester-long reading project into a third-semester Russian classroom and reports the measured effects of this experimental treatment on students’ reading comprehension, their reading habits and beliefs, perceived reading skills, and overall language proficiency. The dissertation provides data on a semester-long project allowing students to research a topic of their interest through a set of readings (which substituted for the textbook texts) with an ultimate goal of reporting their findings in the form of a newsletter article. The project entailed interconnected sets of sequenced tasks during which students are actively engaged in information gathering, processing, and reporting, with the ultimate goal of increased content knowledge and language mastery. The context for this project was primarily text-based (extensive readings served as a base for all activities and assignments), task-driven (creating an end-product in written form), collaborative, technology-enhanced (extensive use of the Internet), and individualized (students researched topics they were interested in). The results of the study demonstrate that students’ reading comprehension increased by using an integrated methodology where reading was taught through maximizing students’ previous knowledge of a subject matter of their interest and following the procedural model for interactive reading. Additionally, the results suggest that the project implementation had a positive effect on some reading habits and beliefs regarding foreign language (FL) learning, while no significant shifts were found in students’ perceived reading skills, or their overall language proficiency.Item The effects of a multicomponent reading intervention and a no treatment comparison on the reading comprehension of adolescent students who are adequate word readers and low in reading comprehension(2012-12) Solis, Michael R.; Vaughn, Sharon, 1952-; Rieth, Herbert J; O'Reilly, Mark F; Roberts, Gregory J; Robinson, Daniel; Flower, Andrea LThis experimental study was conducted to examine the effectiveness of multicomponent reading intervention and a no treatment comparison condition on the reading comprehension of adolescent students with adequate word reading and low reading comprehension. The sample consisted of 44 students in 9th grade who were randomly assigned to an intervention treatment offered as an elective course (N=25) or a no treatment comparison (N=19). Reading intervention teachers, trained by experienced research staff provided instruction for 90-min sessions two to three times per week during for approximately 80 sessions. Treatment effects for each outcome measure were estimated using analysis of covariance (ANCOVA). Results indicate no statistically significant differences between conditions. Effects, which were calculated with partial eta squared (η2), ranged from -.26 to .23 with two of the three measures favoring the treatment condition. Three separate repeated measure of analysis of variance (RM-ANCOVAs) were conducted using the Kaufmann Brief Intelligence Test (KBIT) as a covariate for the following measures: (1) Woodcock Johnson Passage Comprehension subtest (WJIII-PC); (2) Test of Sentence Reading Efficiency (TOSRE); (3) Gates MacGinitie Reading test (GM-RT). An additional ANCOVA was conducted for the GM-RT using the pretest scores from the GM-RT as a covariate. Results indicate that the treatment condition was not favorable to a no treatment comparison for students with adequate word reading and low comprehension. More research into ways to make reading comprehension instruction more effective for Adolescent students with low reading comprehension is warranted.Item The effects of anxiety on Korean ESL learners’ reading strategy use and reading comprehension(2010-05) Song, Jayoung; Horwitz, Elaine Kolker, 1950-; Schallert, Diane L.This study investigated the effects of foreign language reading anxiety on Korean ESL learners’ reading strategy use and reading comprehension. Data were collected from forty-five Korean students who were enrolled in either ESL programs or graduate programs at UT. The students took the foreign language reading anxiety scale (FLRAS) followed by a background questionnaire. Based on their FLRAS scores, six participants who were classified as high, mid, and low anxiety were invited to an individual reading study. Various types of data were collected from a reading comprehension task, a strategy inventory for reading comprehension, the Cognitive Interference Questionnaire, and interviews. The results showed that there is a fair amount of FL reading anxiety among Korean ESL learners. Although it seems at first glance that reading in a FL is not anxietyprovoking, the result indicated that it can indeed arouse anxiety in some learners due to distinct features of FL texts including a different orthography, textual organizations, and cultural topics. In addition, the results of reading processing of six participants representing different anxiety levels indicated that anxiety can affect learners’ reading processing in terms of their strategy use and cognitive interference. The results showed that highly anxious students who were occupied with off-task thoughts tended to use more local strategies while less anxious students employed more global strategies and background knowledge strategies. Lastly, the highly anxious students showed lower reading comprehension scores than their less anxious peers, suggesting that anxiety can play a detrimental role not only in reading processing but also in comprehension.Item An examination of collaborative strategic reading-high school (CSR-HS) intervention in students with ASD(2014-08) El Zein, Farah; Vaughn, Sharon, 1952-; O'Reilly, Mark F.This study investigates the effects of implementing Collaborative Strategic Reading–High School (CSR–HS) on reading comprehension and challenging behavior outcomes for three high school students with Autism Spectrum Disorder (ASD). Using a combined single subject research design consisting of a delayed, concurrent multiple-baseline and an alternating treatments with reversal, three high school students with ASD were paired with neurotypical reading partners to learn and use reading strategies with informational text two to three times per week. The alternating treatment conditions were CSR-HS with choice of text (i.e., CSR-HS-C) and CSR-HS without the opportunity to choose the reading text (i.e., CSR-HS-NC). Daily comprehension checks were collected and visually inspected along with data on occurrences of various challenging behaviors exhibited by each participant during intervention. Fidelity of implementation was also measured. Increased reading comprehension scores and decreased incidences of challenges behaviors were detected for the three participants upon implementation of intervention conditions. As for the influence of the choice component on the measured outcomes, no clear differentiation between conditions was observed in terms of reading comprehension gains and reduction in challenging behavior across the three participants, suggesting that the addition of choice did not show an added value to CSR-HS intervention.Item Less-skilled readers: studying the effects of paired reading on reading fluency, accuracy, comprehension, reader self-perceptions and lived experience(Texas Tech University, 1997-08) Nes, Sandra LeeAs children advance through the grade levels, reading proficiency becomes more and more important to learning. In general, children who experience difficulties in the development of efficient reading skills are less likely to achieve academically at a level commensurate with their peers. In recent years, one-to-one instruction has received renewed attention and consideration in many schools for early prevention of reading failure, remediation of reading problems, and in special education programs. Although these kinds of programs tend to be prohibitive (both in monetary and human resource allocation) due to the one-to-one nature of the instruction, the long-term advantages for students may outweigh any short-term disadvantages. Therefore, research investigating the effectiveness of one-to-one instructional interventions is critical. This study had a two-fold purpose. First, reading fluency, comprehension, and accuracy were examined within the context of the paired reading instructional intervention. Second, this study explored reader self-perceptions and the nature of the lived experience of reading for less-skilled readers. Four upper elementary school students, who were experiencing fluency problems, participated in the study. A single-subject changing criterion design was employed. Baseline data were collected for each participant prior to the introduction of the paired reading instructional intervention. Reading rates and accuracy percentages were calculated and graphed daily during the baseline and instructional phases, and probed during the maintenance phase. In addition, a reading maze procedure was used periodically to investigate reading comprehension skills. The Reader Self-Perception Scale (Henk & Melnick, 1995) was administered to each student on three occasions to explore how they felt about themselves as readers, and individual informal interviews were conducted and analyzed for recurring themes to explore the lived experience of having reading fluency problems. Reading fluency improved substantially for all participants, while accuracy and comprehension remained stable and high throughout the study. Measures on the Reader Self-Perception Scale, as well as qualitative data gathered in informal interviews, demonstrated variation over time (within and between individuals) in reader selfperceptions and personal reading experiences. In general, participants felt better about the experience of reading.Item Listening comprehension and language as scaffolds for reading comprehension with secondary struggling readers(2015-05) McCulley, Elisabeth Vanessa; Vaughn, Sharon, 1952-; Bryant, Diane P.; Barnes, Marcia; Beretvas, Susan N.; Toste, Jessica R.; Cable, Amory L.This experimental study examined the effects of a reading intervention using listening comprehension and oral language as scaffolds to improve reading comprehension of middle school students with reading difficulties. The study included students in 6th-8th grade randomly assigned to a reading intervention treatment or a no treatment comparison condition. Treatment students received 45-minute sessions daily for a total of 33 sessions. Reading comprehension measures included the Woodcock Johnson Passage Comprehension subtest, State of Texas Assessment of Academic Readiness reading, and an unstandardized curriculum-based measure of summarization. Measures of inference-making included the Test of Language Competence Listening Comprehension: Making Inferences subtest and an unstandardized curriculum-based measure of inference skills. Language abilities were assessed using the Woodcock Johnston Oral Comprehension subtest, and the Clinical Evaluation of Language Fundamentals Formulated Sentences and Recalling Sentences subtests. An unstandardized vocabulary measure assessed student recall of vocabulary words. ANCOVAs were used to estimate the treatment effects for each dependent variable using pretest scores as a covariate. The Kauffman Brief Intelligence Test II Verbal Knowledge subtest served as covariate for the unstandardized vocabulary measure. Results yielded no statistically significant effects on reading comprehension, language, or inference measures. Effects, which were calculated with Cohen’s d, ranged from .00 to .78, with eight of nine measures favoring treatment. Findings from an unstandardized vocabulary measure indicated a statistically significant difference in favor of the treatment group. Results suggest that using oral language and listening comprehension to support reading practices of middle school students with reading comprehension difficulties may be a viable treatment for improving reading comprehension and improving content-specific vocabulary knowledge.Item Maintaining text coherence during reading(Texas Tech University, 1998-12) Hutchens, Scott AlanIn order for a reader to maintain a coherent representation of a text, it is necessary to reactivate previously read information (i.e., backgrounded information). Three experiments investigated how comprehension goals affect the process of accessing backgrounded information during reading. Recently, there has been a considerable debate concerning the process by which readers access backgrounded information. According to two major models (i.e., minimalist and constructionist), a low-level reactivation process or a high-level problem-solving process of search-after-meaning are each different ways in which individuals may gain access to backgrounded information. The current study investigated the two models. Comprehension questions were used to test for differences in reactivation as a function of the comprehension goals of the reader. The results indicated that readers adjusted their comprehension strategies based on the requirements of the reading situation. Readers processed the same text differently according to the type of question that they anticipated they would be required to answer. Readers relied more on low-level reactivation processes based on overlapping memory traces to reactivate backgrounded information in a detail question condition. That is, when readers were reminded of the goal by low-level reactivation through overlapping memory traces, they read sentences describing completion of the goal more quickly (i.e., facilitation effect) and sentences describing the incompletion of the goal more slowly (i.e., inconsistency effect). Probe word recognition times confirmed that goal information was made more available by low-level reactivation through overlapping memory traces (i.e., probe word recognition times were the fastest in the overlapping memory trace condition). However, readers relied more on high-level problem-solving process of search-after-meaning to gain access to backgrounded information in a event-sequence question condition. That is, readers read sentences describing completion of the goal more quickly than sentences describing the incompletion of the goal regardless of the presence of low- evel reactivation through overlapping memory traces. Probe word recognition times confirmed that goal information was equally available regardless of the presence of overlapping memory traces (i.e., probe word recognition times were the same in both the overlapping and non-overlapping memory trace conditions). Future research should focus on the unresolved question brought up in the present study. An experiment should be conducted to test and control for the effect that cognitive load may have had on the participants in Experiment 3. By doing so, the proposed experiment may obtain a more precise measurement of goal availability. In sum, the current study has shown that both models are correct under certain reading circumstances. Future research should focus on determining the everyday reading situations in which each model is true. Future implications are considered.Item Oral English development and its impact on emergent reading achievement: a comparative study of transitional bilingual and structured english immersion models(2009-05-15) Tong, FuhuiThis quantitative study derived from an on-going federal experimental research project targeting Spanish-speaking English language learners (ELLs) receiving services in four program models: control/experimental transitional bilingual education (TBE) and control/experimental structured English immersion (SEI). The purpose of my study was (a) to capture the growth trajectory and rate of oral English acquisition, (b) to investigate the role of oral English development in acquiring English reading skills, and (c) to compare program models in order to identify practices that promote ELLs? English oral and reading competency at the early elementary level. Structural equation modeling was utilized. Participants consisted of 534 Spanish-speaking ELLs who started at kindergarten and continued through first grade in their respective models. Striking similarities were found among the four instructional models that English oral proficiency improved significantly (p < .05) in a linear fashion over two years. However, the magnitude differed in that the experimental TBE demonstrated a steeper growth (p < .025) than that of the control group that started at the same level. Even though experimental SEI group started at a much lower level in oral English, they progressed at a rate significantly higher (p < .05) than that of the control group. In relation to English reading comprehension, for experimental SEI groups, the initial level of English oral proficiency is of great concern in reading achievement (p < .05). For both TBE groups, effective intervention is desired because the growth of English oral proficiency strongly impacts reading achievement (p < .05), and, in addition, initial level strongly predicts reading comprehension. The intervention was successfully implemented so that students advanced to a substantial amount in academic English oray. It is also evident that first language (L1) instruction did not impede the learning of a second language. On the contrary, for those students receiving a larger proportion of L1 instruction, alterations in program models are needed to nurture English oracy at a faster rate of growth, which in turn facilitates English literacy acquisition. Findings also indicate that without effective English intervention, students placed in control TBE classrooms remain below all the students in oral English proficiency.Item Oral reading miscues and reading comprehension in young adult Spanish-English bilinguals(2010-05) McCullough, Emily Lynn; Peña, Elizabeth D.; Bedore, Lisa M.The purpose of the present study was to compare the oral reading miscues and reading comprehension in two groups of young adult Spanish-English bilinguals. Based on current language use, we characterized participants as either “active bilinguals” (using Spanish at least 20% of the time) or “inactive bilinguals (using Spanish less than 20% of the time). Information gained in the present study demonstrated that English-dominant young adult bilinguals produced more oral reading miscues in Spanish than in English, regardless of current language use. Results also demonstrated that increased rate of miscues in Spanish did not negatively affect reading comprehension.Item Reading comprehension predictors and interventions for bilingual adolescents : a review of best practices(2016-05) Hubbard, Emma Lee; Booth, Amy; Sundarrajan, MadhuEnglish language learners (ELLs) comprise a large and growing portion of the United State’s school population. Many ELLs experience difficulty acquiring English reading comprehension. These deficits grow larger as students age due to the Matthew effect and can contribute to significant difficulty accessing the educational environment. This review addresses the skills that contribute to reading comprehension outcomes to identify the key predictors of reading comprehension outcomes for bilingual adolescents. Vocabulary, syntax, and facility in managing cross-linguistic factors emerge as the linguistic skills most directly correlated to reading comprehension abilities. This review concludes by addressing best practices in intervention within these three areas to identify evidence-based approaches to mediate reading comprehension deficits in adolescent ELLs.