The effects of a community language learning/comprehension processing strategies model on second language reading comprehension

Abstract

The purpose of the study was to measure the effects of a Community Language Learning/Comprehension Processing Strategies Model of reading instruction on the acquisition of English reading comprehension skills in Level 1 limited English-proficient students. The study was conducted in a high school English for Speakers of Other Languages (ESOL) program in Palm Beach County, Florida. A total of 58 students took part. The study compared the English language reading comprehension skills of students taught by traditional ESOL strategies with those taught by a Community Language Learning/Comprehension Processing Strategies Model. Results were measured by the IDEA IPT Reading/Writing Test, Level 3. A summary of the data gathered in the study indicated that Level 1 LEP students could significantly increase their English language reading comprehension through the use of the same comprehension processing strategies taught to native English-speaking students. A slightly better result was obtained when these comprehension processing strategies were taught in conjunction with Community Language Learning strategies. The results of the study suggest the need for further investigation in this area in order to determine the best path of English reading instruction for LEP students.

Thesis (Ed.D.)--Florida Atlantic University, 1998.

College of Education

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