Use of concept map correction, conversation, and summarization to improve the comprehension of seventh grade ELLs using their social studies text

Brad Stibbe

Abstract

The purpose of this research study is to assess the effectiveness of concept-map correction, summarization, and conversation on the comprehension of English language learners (ELLs) of social studies texts. The students selected for this five-week study are four seventh-grade students from a suburban school district in the Midwest. The study began with a pre-test. After the pre-test, the students read a different passage from their social studies book each week. Every week each students individually corrected a concept map, wrote a summary, and had a conversation about the content they had studied. At the end of five weeks, a post-test was given. The results of the study concluded that students improved or maintained in their comprehension of the social studies content they were expected to know.