Home Master of Arts in Education Effects of explicit language and scaffolded-‐models of a reading strategy on students while...

Title	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
Author	Krautkramer, Elyse
Subject	Reading Reading--Aids and devices English language--Study and teaching--Foreign speakers
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.
Date submitted	2012-08-31
Date accepted	2012
Type	text
Format	application/pdf
Source	Cardinal Stritch University Library College of Education and Leadership
Original ID	MAE 1-1173
Degree	Master of Arts in Education (Literacy and ESL)
Degree granting institution	Cardinal Stritch University
Relation	Digital reproduction Print version available with College of Education and Leadership
Full-text searchable	yes
Publication type	Graduate Field Experience
Language	eng
Digital production information	Microsoft Word file converted to PDF
Original item format	181 pages, illustrations (some color) and tables
Rights	Open access (work accessible by anyone creator and university retain rights. Please credit source).
Date created	2012-09-06

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Home Master of Arts in Education Effects of explicit language and scaffolded-‐models of a reading strategy on students while...

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

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Home Master of Arts in Education Effects of explicit language and scaffolded-­‐models of a reading strategy on students while...

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

Description

Home Master of Arts in Education Effects of explicit language and scaffolded-‐models of a reading strategy on students while...

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