MA Reading Education
Language, Literacy, and Sociocultural Education
College of Education
Content area reading; Limited English-proficient students
Language and Literacy Education | Secondary Education
The study introduced high school English Language Learners to close reading strategies to use when reading difficult content area texts, with a particular focus on discussion, prior knowledge, vocabulary, and self-generating questions. The students participated in multiple measures to see if they developed metacognitive awareness in employing the strategies. Findings revealed that the students adapted quickly to using the strategies with teacher support, and that they began to internalize them. Implications for teacher research are discussed.
Barry, Laura, "Close reading strategies applied by English Language Learners when reading challenging content area texts" (2018). Theses and Dissertations. 2505.