Masters Thesis

Approaches to supporting ELLs in the classroom

The purpose of this qualitative case study was to gain insight into experiences and perspectives of English Language Learners in regards to reading comprehension approaches. The research participants consisted of four students: two 4th grade students and two 5th grade students. The participants engaged in reading approaches used within the classroom. After engaging in the reading approaches students participated in a one-on-one semi structured interview. Data collected from the interviews were analyzed to identify patterns among the participants. Data analysis highlighted participants perceived value of and interaction with various reading approaches while also illustrating their experience in reading as one of struggle but also confidence as a form of experience. The implications of these findings are outlined in connection to a variety of stakeholders.