Improving Content Area Reading Comprehension of Fourth- and Fifth-Grade Spanish-Speaking English Language Learners

• In Event: Content Area Reading Comprehension and Writing in European and American Schools

Abstract

Objective
Reading in the content areas of science, social studies, and current events is essential for the academic success of children in upper elementary grades and beyond. Unfortunately, Spanish speaking English language learners in the US experience difficulties due to numerous factors based on their need to transition from their primary language (L1) to English (L2). Spanish-speaking Latino children are most at risk for school failure as evidenced by the recent reports. In 2008, the U.S. high school dropout rate for Latino adolescents was 22.5% compared with all other sub groups combined (Fry & Gonzalez, 2008). English language learners are at particular high risk for poor educational outcomes due to a myriad of factors including poorer reading performance (Proctor, Carlo, August, & Snow, 2005). We will present findings from a recent development and randomized controlled study on a web-based solution to this problem.

Theoretical framework and methods
Strategy instruction on the web for English language learners (SWELL) is a web-based tutoring system designed to teach children in grades 4-6 how to read and comprehend content area texts using text structure. The theoretical rationale for the project is based on the memory structures that can be developed through linguistic discourse markers in content area text. SWELL presents instruction to each child individually with two adaptations for Spanish speaking ELs – Spanish Scaffolding or English Hybrid.

Data sources and research approach
Approximately 10 classrooms at each grade level (4 and 5) were randomly assigned to use SWELL or business as usual control. All classrooms had over 90% Spanish speaking Els. Students with parent consent completed pre- and posttests and used the SWELL software as a partial substitute for the language arts classroom once a week for 45 minutes. Measures included the Gray Silent Reading Test (GSRT) and researcher designed measures of reading comprehension (e.g., comparison main idea quality, signaling word knowledge). SWELL software is accessed via a username and password and interacts with each child individually. Lessons presented modeling, practice tasks, assessment, and feedback to the learner. Adaptations for ELs included a Spanish Scaffolding version that presented all the information in Spanish followed by English for each page of the tutor. In the English Hybrid adaptation, the readers were provided all the modeling, practice, assessment, and feedback in English with on-demand assistance in Spanish (e.g., hover over an English word and see the translated Spanish word, click on a sentence and see a linguistically modified version of the sentence).

Results
There were no statistically significant differences between intervention and control classrooms at pretest. Results on the standardized GSRT and researcher designed measures showed statistically significant and positive effects favoring the SWELL classrooms. Our findings support the growing research evidence base in support of the text structure strategy and web-based delivery of the instructional materials. Finally, this is the first development where the structure strategy has been used with Spanish speaking ELs in grades 4 and 5 and showed promise in improving reading comprehension an important skill for all children.

Authors

• Kausalai K. Wijekumar, Texas A&M University - College Station

• Bonnie J. F. Meyer, The Pennsylvania State University

• Pui-Wa Lei, The Pennsylvania State University

• Anita C. Hernandez, New Mexico State University

• Jose A. Montelongo, New Mexico State University