This study reports findings from research conducted which assessed ELL students' comprehension of text through the use of graphic organizers and multiple response strategies. The research consisted of explicit instruction on how to utilize graphic organizers and multiple response strategy tools to help retain information. The teacher-researcher modeled how to use and create these tools and strategies and provided practice time after the demonstration.
The participants included 13, sixth grade students in a Bilingual science class, in Passaic, New Jersey. In this study a variety of different methods were used to gather the data. Pre and Post Assessments, Anecdotal notes, Journal entries, and Graphic Organizers were used. The findings indicated that ELL students are able to comprehend text better if they have appropriate strategies and tools to use. There was no specific evidence that determined whether students preferred one over the other. The results showed that there were improvements in their scores than they had before the study.
|School:||The William Paterson University of New Jersey|
|School Location:||United States -- New Jersey|
|Source:||MAI 54/03M(E), Masters Abstracts International|
|Subjects:||Bilingual education, English as a Second Language|
|Keywords:||ELL students, Graphic organizers, Multiple response strategies|
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