Poster #17 - The Moderating Effects of the Use of Multiple Instructional Strategies on English Learners' Reading Performance

• In Event: 64.090 - MTCC Poster Session 15
  In Poster Session: 64.090-2 - Reading, Literacy, and Language Supports for All

Abstract

The purpose of this study was to examine if teachers’ frequency of using four different instructional strategies (graphic organizers, scaffolding, interactive read aloud, and leveled questions) moderates the relationship of ELLs’ reading performance between their pretest and posttest. A multilevel path analysis using structural equation modeling was employed. Thirty-six teachers and 386 third grade ELLs were recruited for this study. The overall findings revealed that the teachers’ increased frequency of using each of the four instructional strategies could assist ELLs with better enhancing their reading performance. The findings further indicated that ELLs’ reading performance should improve if their teachers used the four strategies simultaneously and increase their frequency of use.

Authors

• Jui-Teng Li, University of New Mexico

• Fuhui Tong, Texas A&M University - College Station

• Rafael Lara-Alecio, Texas A&M University - College Station

• Beverly J. Irby, Texas A&M University - College Station

• Hector H. Rivera, Texas A&M University - College Station