Effects of explicit language and scaffolded-­‐models of a reading strategy on students while reading expository texts: an action research on the question-­‐answer relationship

Elyse Krautkramer

Abstract

Today, many English Language Learners (ELLs) do not have the proper background knowledge, metacognitive skills, and strategy awareness that are essential to support their comprehension. As a result, numerous ELLs struggle with succeeding in their education. This action research answered the question: Will students be able to internalize explicit language, scaffolds, and a modeled reading strategy, while independently reading expository texts? In order to answer this question, the researcher developed instruction that incorporated the sociocultural theory, explicit language, and scaffolded-models of the Question-Answer Relationship (QAR) reading strategy with seventh grade ELLs while they read historical expository texts. The researcher found that the students internalized the explicit language and scaffolded-models of the QAR strategy and applied their knowledge independently. As a result, their comprehension improved.