Teachers’ Use of Multiple Instructional Strategies: A Comparison of Reading Performance of Third Grade English Language Learners in ESL/Bilingual Programs
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The purposes of this dissertation are three-fold. The first purpose is to identify the effects of four different English as a Second Language/English as a Foreign Language (ESL/EFL) instructional strategies (graphic organizers, scaffolding, interactive read aloud, and leveled questions) on reading performance of English language learners (ELLs) across grade level, intervention duration, ESL/EFL environment, and sample size. The second purpose is to ascertain how frequently teachers should use these four strategies to enhance third-grade ELLs’ reading performance. The third purpose is to discuss how Project English Language and Literacy Acquisition (Project ELLA) curriculum can be modified to fit Taiwan’s English-language planning and education policy. To respond to the first purpose, a meta-analysis for quantitative synthesis was adopted to review and examine the effectiveness of the four instructional strategies on ELLs’ reading performance. For the second purpose, a multilevel path analysis using structural equation modeling was adopted to examine if teachers’ frequency of using these four instructional strategies moderates the relationship between ELLs’ reading performance on pretest and on posttest. For the third purpose, a case study was conducted to discuss incorporating Project ELLA into Taiwan’s English-language planning and education policy. The overall findings supported an educational belief that explicit instruction coupled with multiple instructional strategies is essential for enhancing ELLs’ reading performance. The findings further indicated that higher frequency of using multiple instructional strategies had a significant interaction effect on the relationship between ELLs’ reading performance on the pretest and the posttest. To conclude, the use of multiple instructional strategies is a key factor in predicting successful reading performance. To enhance ELLs’ performance in reading, teachers are strongly suggested to adopt multiple instructional strategies. When using these strategies, teachers should pay special attention to the frequency of use. A more frequent use of multiple instructional strategies should help improve ELLs’ reading performance. The four strategies combined with the curriculum of Project ELLA should strengthen Taiwan’s English-language planning and education policy.
Li, Jui-Teng (2017). Teachers’ Use of Multiple Instructional Strategies: A Comparison of Reading Performance of Third Grade English Language Learners in ESL/Bilingual Programs. Doctoral dissertation, Texas A&M University. Available electronically from