Improving Reading Achievement of English Language Learners One Conversation at a Time: Implementation of the Instructional Conversation Model

• In Event: 63.024 - Reading Comprehension and Non-English-Background Learners

Abstract

This study used a multiple-case study approach to examine the complexities of
implementing the IC Model of teaching in upper elementary classrooms, which has been
found in previous research to have a positive impact on the achievement outcomes of
ELLs and others, particularly in reading. After conducting both a deductive and inductive
thematic analysis across four cases (i.e., teachers), fourteen themes of interest were
identified in relation to teacher practices, challenges, and external factors that affected the
implementation of this model. Lastly, these themes are discussed in terms of their broader
meaning and significance, their relation to previous literature, and their implications for
practice, research, and theory.

Author

• Rebecca K. Hixon, University of Georgia