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dc.contributor.advisorPeña, Elizabeth D.en
dc.contributor.committeeMemberSheng, Lien
dc.creatorNowadly, AmandaJoe Sullivanen
dc.date.accessioned2012-08-07T14:16:34Zen
dc.date.accessioned2017-05-11T22:26:39Z
dc.date.available2012-08-07T14:16:34Zen
dc.date.available2017-05-11T22:26:39Z
dc.date.issued2012-05en
dc.date.submittedMay 2012en
dc.identifier.urihttp://hdl.handle.net/2152/ETD-UT-2012-05-5267en
dc.descriptiontexten
dc.description.abstractThe effects of comprehension-strategy based and decoding/fluency-based reading interventions on the reading comprehension skills of upper-elementary English language learners (ELLs) were evaluated in this review. Nine studies assessing the efficacy of ten interventions were systematically reviewed. Findings showed that comprehension strategy-based interventions were associated with positive gains in reading comprehension, while decoding and fluency-based interventions were not. Support was shown for direct instruction with guided and independent practice, large group discussions, and small-group student-led discussions. Support was also shown for the use of the following comprehension strategies: summarizing the text, identifying the main idea, making personal connections to the text, monitoring vocabulary comprehension, making predictions, asking questions, and visualizing.en
dc.format.mimetypeapplication/pdfen
dc.language.isoengen
dc.subjectReadingen
dc.subjectLiteracyen
dc.subjectUpper elementaryen
dc.subjectEnglish language learneren
dc.subjectELLen
dc.subjectComprehensionen
dc.subjectInterventionen
dc.titleEnhancing reading comprehension in upper-elementary English language learners : a reviewen
dc.description.departmentCommunication Sciences and Disordersen
dc.type.genrethesisen
dc.date.updated2012-08-07T14:16:40Zen
dc.identifier.slug2152/ETD-UT-2012-05-5267en


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