Date of Award
Graduate Field Experience
Superseded Degree Name
Master of Arts in Education (Literacy and ESL)
Colleges & School
College Of Education And Leadership
Library of Congress Subject Heading
Reading; Reading--Aids and devices; English language--Study and teaching--Foreign speakers
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.
Krautkramer, Elyse, "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" (2012). Master's Theses, Capstones, and Projects. 225.
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