The effects of thematic teaching on fifth grade English language learners' reading comprehension

Thematic teaching has been around for a long time. While this mixed research model does not entirely support the effect thematic instruction has on the reading comprehension of English Learners, it infers that modeling of comprehension strategies and skills across the curriculum enhanced students' confidence to apply those skills in all areas of study as opposed to utilizing them in isolation. Anecdotal notes and student work support the fact that thematic instruction was a positive force in the classroom and provided a world view that is difficult to provide when teaching subjects in isolation. As well, it provided an opportunity for authentic and expedient teaching that remained within the guidelines of a prescribed program. Secondly, quantitative data supported a reasonable inference that if the study were conducted over a longer period of time, enhanced teacher and student expectations would be an underlying force that would show a positive impact on the reading comprehension scores. The ultimate result would be improved test scores on statewide standardized tests. KEYWORDS: curriculum map, educational reform, English Learners, effective environment, thematic instruction