Program
Education K-12 M.A.
Number of Pages
60
Year Approved
2024
First Advisor
Grubidge, Amie
Second Reader
Lisa Silmser
Abstract
This thesis explores how the science of reading (the body of research that supports evidence-based practices around literacy development) informs educators about the most effective practices for the development of proficient literacy skills in ELL students. This review begins by examining the theoretical framework underpinning much of the current literacy research, literature, and practice. All major areas of reading development are covered, including comprehension, fluency, vocabulary, and foundational skills (phonology, decoding, morphology). Through an extensive literature review, this thesis uncovers the complex factors that impact ELL students’ literacy development, including their level of proficiency in their first language, predictors of reading comprehension success, and the role of vocabulary and oral language skills. Additionally, the role of teacher training, professional development, and use of instructional models is examined. By understanding the nuances, intricacies, and even limitations of this research, educators are able to make informed decisions about instructional strategies and models, as well as curriculum choices, that support the unique needs of ELL students as they develop proficient literacy skills in their second language.
Degree Name
Education K-12 M.A.
Document Type
Masterʼs thesis
Recommended Citation
Steinbock, E. K. (2024). Literacy and the English Language Learner: How the Science of Reading Informs Best Literacy Practices for English Language Learners [Masterʼs thesis, Bethel University]. Spark Repository. https://spark.bethel.edu/etd/1085