Reaching Below Level ELL’s Reading Comprehension

Abstract

The number of English Language Learners (ELLs) in mainstream classrooms is increasing every year. Developing reading comprehension skills in lower level ELL students can be a challenging but important task for educators. It is crucial for classroom teachers to identify students' proficiency levels, and then differentiate instruction to meet the reading needs for each of these students. As an elementary classroom teacher, this teacher inquiry study investigated four strategies: visuals/everyday objects, graphic organizers, language objectives, and building background knowledge to support reading comprehension skills among three participants in a third grade classroom. The study investigated the question, "In what ways can I differentiate instruction to increase reading comprehension in lower level ELL students?" Background