Scaffolded Writing to Improve Reading Comprehension for English Learners

Abstract

The objective of this study was to determine effective strategies for using scaffolded writing to improve or expand reading comprehension for newcomer and intermediate level English Language Learners in the English Language Arts classroom through the combined use of second language acquisition theory and best practices in teaching English Language Arts. The population of this study includes 7th and 8th grade English Language Learners, living in a large city on the southern plains, from various backgrounds and educational experiences. The results of this study were suggestive of reading comprehension growth despite a small sample size. Results are shown statistically through pre and post tests using the STAR reading comprehension assessments. Qualitative measures were shown through the use of the writing sample scores evaluated by the WIDA Interpretive Writing Rubric. The rubric scores were then analyzed to determine student growth.