Date of Award
7-2021
Document Type
Action Research Project
Degree Name
Master of Arts in Education
Department
Education
First Advisor
Susan Bosher
Abstract
The purpose of this action research was to determine if specific reading strategies would successfully support English Language Learners (ELLs) as they transitioned from an English Learning classroom setting into a mainstream English-Language Arts classroom. The research took place over an approximately six-month period in a public middle school in central Minnesota during a mix of hybrid and distance learning as a result of the COVID-19 pandemic. The focus population included six seventh-grade ELLs. Data collection took place through quantitative and qualitative measures, including Google Form surveys, formative and summative assessments, writing diagnostics and final essays. The changes to the learning environment led to inconsistent data collection and student participation. Continued research is needed to determine the overall effectiveness of the learning strategies on the ELL student population.
Recommended Citation
Melius-Polzin, Taylor. (2021). The Effects of Reading Strategies on EL Students while Transitioning into a Middle School Mainstream ELA Setting. Retrieved from Sophia, the St. Catherine University repository website: https://sophia.stkate.edu/maed/419