A case study using guided reading and teacher read-alouds while monitoring English language learners\u27 and native English speakers\u27 reading achievement

The number of English Language Learners (ELLs) in the United States continues to increase (U.S. Census Bureau, 2002); therefore, schools and educators are affected by the growing differences in students\u27 language skills, prior experiences, and progress. This research addresses the need for understanding ELLs and how ELLs benefit from adults effectively reading aloud to them. Further research is needed on effective reading instruction for ELLs for several reasons. First, teachers are becoming ELL teachers by default and feel overwhelmed because of the responsibility to teach both language and content (Gersten, 2002). Second, an achievement gap exists between ELLs and native speakers, especially in the content area ofreading (Alanis, 2004). Third, ELLs greatly benefit from having books read aloud because they hear new vocabulary, sentences, ideas, and text structures (Alanis, 2004), especially during teacher read-alouds. Reading aloud models language patterns, so ELLs can imitate sound and sentence structures which increase their vocabulary (Vivas, 1996). Yet, the vocabulary and fluency gains between ELLs and native speakers after utilizing guided reading and teacher read-alouds are uncertain. The goal of this study was to read aloud to students using guided reading and teacher read-alouds, then compare growth of reading accuracy, fluency, comprehension, phonological processing, phonemic correspondence, vocabulary, and correctly used language structures between the ELLs and native speakers while considering prior experiences and instruction. Specifically, this research answered the following questions: (1) What absolute growth in reading accuracy and decoding, fluency, comprehension, phonological processing, phonemic correspondence, vocabulary, and correctly used language structures is seen in this group of ELLs when their teacher is using guided reading and teacher read-alouds? (2) How does vocabulary and fluency growth differ between ELLs and native speakers when a teacher is using guided reading and teacher read-alouds? (3) What methods, materials, and communication does the teacher use while reading aloud to ELLs and native speakers