LHypotheses Testing Hypotheses

Testing Hypotheses

Explain the hypotheses about teaching that you decided were MOST worth testing, and why.

I have decided that it's worth testing the following hypotheses about my teaching. I have combined some specific ones from the 6 before into only 3 major hypotheses. I regard all three to be worthy of being tested.

Hypothesis 1: The focus on extensive reading (as part of instruction) would increase the reading comprehension ability of English language learners in my inquiry group. 

This is where their exposure to comprehensible input in English language (in and out of class) will be increased and they will engage in increasing their ‘reading milage’ through reading books of their choices, at the right levels of difficulties, and for pleasure. This might contribute specifically to the development of vocabulary through (incidental learning), decodings, forms, and language comprehension which are domains of reading comprehension ability. 

What is an extensive reading?

Extensive reading involves students reading long texts or large quantities for general understanding, with the intention of enjoying the texts. These are some characteristics of extensive reading: 

- Reading material - reading for pleasure which requires a large selection of books be available for students to choose from at their level. There is a greater chance books will be borrowed from the library or online.

- Student choice - students choose what they want to read based on their interests and levels. 

- Reading for pleasure and information - the students are reading principally for the content of the texts. 

- Extensive reading can be out of class and teacher can encourage students to take books home.

- Silent reading in class - extensive reading should not be incompatible with classroom practice and methodology. Set aside a regular fifteen-minute or more  periods of silent reading in class. 

- Language level - objective of an extensive reading programme is to encourage reading fluency, so students should not be stopping frequently because they do not understand a passage. 

- Use of dictionaries - dictionaries should be avoided. Instead of interrupting their flow, students should be encouraged to jot down the words they come across in a vocabulary notebook, and they can look them up after they have finished reading.

- Record keeping - a record of what students are reading can be kept, this can in itself encourage students. 

- The teacher as role model - if the teacher is also seen to be a reader by the students, then they will be encouraged to read. 

Why is it worthy testing this hypothesis?

As shown in my previous blog, this is an evidence-based approach which is well supported by research findings to have a positive impact not only in L1 language acquisition and learning, but in second language acquisition and learning and literacy.

Further, this is a very effective approach in increasing the exposure of English language learners in my inquiry group to English as a second language. This is very much needed because they came from their first language backgrounds which had very limited exposure to English as a second language.

Hypothesis 2: The use of intensive reading with explicit and focused instruction on aspects of language would help increase the reading comprehension ability of English language learners in my inquiry group.

The focused aspects of the language will be on different text types or genres and their features, different reading strategies, vocabulary development, and language comprehension.

What is an intensive reading?

Intensive reading is a reading approach which involves learners in reading with specific learning aims and tasks. This is with the help of a teacher. Instruction needs to ensure that learners focus predominantly on meaning. It is a careful and close read of a text with intention of gaining an understanding of as much details of the text as possible eg focus on new vocabulary, grammatical forms, purpose of author, structure, and text features. This involves using reading strategies such as skimming, scanning, and other reading strategies to comprehend specific and detailed information from the texts.

This is what Dr Jannie van Hees refers to as taking quantity and quality of texts and 'dive deep' into the text for information. It aims at accuracy and has such benefits as enhancing language comprehension, understanding language structures, and even critical thinking. 

Why is it worthy testing this hypothesis?

Similar to extensive reading, this is an evidence-based approach which is well supported by research findings to have positive impacts not only in L1 language acquisition and learning, but in second language acquisition and learning, and literacy learning.

Further, this is a very effective approach in increasing the exposure of English language learners in my inquiry group to English as a second language. This is very much needed because they came from their first language backgrounds which had very limited exposure to English as a second language. More importantly it increases the domains of reading comprehension - decodings, vocabulary, and language comprehension.

Hypothesis 3: If I focus on lowering the ‘affective filters’ in ELLs of my inquiry group, their motivation and confidence may develop to engage them more and better in their reading (through the extensive and intensive reading offered in class). This might contribute to an increase in their reading comprehension.

What is 'affective filters' hypothesis?

Although Krashen's affective filters hypothesis is part of his second language acquisition theory and has received some reservations from some scholars, I still feel it has a part to play in the process of second language learning. It may not have a causal effect on the second language learning but its role is very facilitative in nature and can still have impacts. Those affective filters may better facilitate or hinder the learners from engaging most effectively in reading and learning. This will indirectly affect reading comprehension.

Ricardo E. Schutz (2019) refers to those affective filters as variables such as motivation, self-confidence, anxiety and personality traits and they may be having impacts on English language learning. Krashen claims that learners with high motivation, self-confidence, a good self-image, a low level of anxiety and extroversion are better equipped for success in second language acquisition. Low motivation, low self-esteem, anxiety, introversion and inhibition can raise the affective filter and form a 'mental block' that prevents comprehensible input from being used for acquisition. So when the filter is up, it impedes language acquisition. On the other hand, positive affect is necessary, but not sufficient on its own, for acquisition to take place.

The English language learners in my inquiry group are already having a sense of inadequacy, low confidence, embarrasment, low self image and anxiety because they are aware of the low level of English they have and the views of other students on them. They are shy to read or speak English in and out of class, and they are doubtful as to whether they can improve or not.

For each of your hypotheses, explain how you will test it and what evidence would support (or refute) that hypothesis

To test my hypotheses 1 & 2, I would be using the same proficiency tests used before the intervention to measure their reading comprehension ability and vocabulary (post intervention assessments) - STAR, PAT, and vocabulary. I would be looking for shifts in their performance to be able to support my hypotheses. If there are no shifts or there are drops in the results, then that would refute the hypotheses.

To test hypothesis 3, I would use the same qualitative interview and questionnaire (post intervention assessments) to find out what the learners would say after the intervention. More positive motivation, confidence, and like of reading and learning of English might be evidence to support the hypothesis. Any positive shifts in their reading comprehension performance would also help to support this hypothesis.

LResearch Research and Literature

Describe your process for developing hypotheses (what you read, who you talked with).

The first step I took in this process of developing hypotheses was to identify the evidence-based areas of strengths and needs from the summative assessments and qualitative data of ELLs in my inquiry group. I then developed some hypotheses using my experience and professional knowledge that I had on analysing literacy data from standardized tests. I came up with the following specific hypotheses. 

1) If I increase exposure to ‘comprehensible input’ through extensive and intensive reading at school, ELLs in my inquiry group will increase their English reading comprehension.

2) If I develop a focused-teaching approach on different text types or genres and their features, this  will contribute to increase the English reading comprehension among ELLs of my inquiry group. This will be an important element of my intensive reading programme in class.

3) If I develop a focused-teaching approach on different reading strategies, this will equip learners in my inquiry group to increase the comprehension of what they read. This will be an important element of my intensive reading programme in class.

4) If I develop a focused-teaching approach on the vocabulary development of ELLs in my inquiry group, this will help  increase the comprehension of what they read. This will be an important element of both my intensive and extensive reading programme in class.

5) If I develop a focused-approach on extensive reading for ELLs in my inquiry group, where they will engage in increasing their ‘reading milage’, this might contribute to the development of their interest and love for reading, as well as their learning of aspects of English language. This will help increase their reading comprehension.

6) If I develop a focused-approach on lowering the ‘affective filters’ of ELLs in my inquiry group, their motivation and confidence may develop to engage them in their learning of English language through the extensive and intensive reading offered in class. This might contribute to an increase in their reading comprehension.

The next step in the process was I decided to talk to Dr Jannie van Hees and sought advices about the hypotheses I developed and what approach to use in addressing those needs. I shared with her my thinking of implementing a reading programme as a way of providing input in English for my learners. She strongly felt that a more effective approach of reading to address needs of ELLs in my inquiry group would be selecting and reading quantity and quality texts with a 'dive in' approach to reading those texts with the learners. I felt this was closely in line with hypotheses 2 & 3 that I have developed.
She also felt that a focus on vocabulary development would contribute to increasing reading ability in learners. She recommended this text, 'What every primary school teacher should know about vocabulary' written by Dr Jannie van Hees and Professor Paul Nation as a good resource for teaching and developing learners' vocabulary.

Another step I took further into this process was to check what research in literature may have to say about hypotheses that I developed. I felt it was important that my hypotheses are supported by research findings.

I read the following New Zealand research-based reports which present research findings and recommendations on factors and practices most effective for second language acquisition and learning.

Franken & McComish (2003); Improving English Language Outcomes for Students Receiving ESOL Services in New Zealand Schools, with a Particular Focus on New Immigrants: Report to the Ministry of Education; Ministry of Education, New Zealand, Wellington.

After presenting specific research findings on different factors relating to second language learning, Fraken & McComish state that research suggested the following as summary of good practice for second language learning (only 4 out of 7 are given here):

• Learners should be given explicit and focused instruction on all aspects of language 

• They should be given opportunities to use language in extended contexts, as well as comprehend language 

• They need opportunities to interact on meaningful material, especially with a teacher 

• They need very extensive language learning opportunities 

Vocabulary development as an aspect of language should be given explicit and focused instruction. The principles of best practice in vocabulary learning which apply to both L1 and L2 learners and their teachers are: 

• pay a great deal of attention to word learning 

• focus on meaning and use in context – both receptive and productive use 

• do this through activities which increase involvement of the students with word meaning and use.

The principles specific to L2 learners are: 

• follow a specific programme designed so that NESB students can learn more words per day than L1 students in order to catch up 

• target particular words – based on researched word lists for educational contexts 

• use whatever strategies are acceptable to and effective for the learners, including repetition, memorization of lists, and words shown by pictures, and translation.

I find these practices to be supporting my hypotheses 1 to 5, which means that my hypotheses are supported by research.

Ellis (2005); Instructed Second Language Acquisition - A Lierature Review; Ministry of Education; Wellington

This review aims to examine the theory and research that has addressed what constitutes effective pedagogy for the acquisition of a second language (L2) in a classroom context. The question this review aims to answer is, How can instruction best ensure successful language learning?

After examining a range of research which explored instruction in relation to L2 acquisition, considering the theories of learning that underlie three mainstream approaches to language teaching, and reviewing studies that have addressed how instruction can create the kinds of conditions needed for successful classroom learning, Professor Ellis provides a number of generalisations that can constitute a broad basis for ‘evidence-based practice’. These are expressed as a set of ten general principles – as a guideline for effective instructional practice. Those which are relevant to my hypotheses are presented here (4 out of 10).

- Principle 2: Instruction needs to ensure that learners focus predominantly on meaning

- Principle 6: Successful instructed language learning requires extensive L2 input

- Principle 8: The opportunity to interact in the L2 is central to developing L2 proficiency

- Principle 9: Instruction needs to take account of individual differences in learners 

Principle 6 relates to my hypotheses 1 & 6. This principle states that if learners do not receive exposure to the target language they cannot acquire it. In general, the more exposure they receive, the more and the faster they will learn. Though used more as a theory in second language acquisition, Krashen (1981, 1994) adopted a very strong position on the importance of input. He points to studies that have shown that length of residence in the country where the language is spoken is related to language proficiency and that have found positive correlations between the amount of reading reported and proficiency/ literacy. This is widely recognized in instructional language learning too. 'Comprehensible input' is language input that can be understood by listeners despite them not understanding all the words and structures in it. It is described as one level above that of the learners if it can only just be understood. According to Krashen's theory of language acquisition, giving learners this kind of input helps them acquire language naturally, rather than learn it consciously.

Principle 9 relates to my hypothesis 6. This principle states that instruction needs to take account of individual differences in learners. It means that a  considerable variability in the rate of learning and in the ultimate level of achievement happens when the instruction is matched with student' aptitude for learning and motivation. This is related to Krahsen's affective filter hypothesis in second language acquisition, which states that one obstacle which affects language acquisition is the affective filter; it is like a 'screen' that is influenced by emotional variables that can prevent learning.  This hypothetical filter does not impact acquisition directly but it prevents input from reaching the language acquisition part of the brain.  According to Krashen the affective filter can be prompted by many different variables including anxiety, self-confidence, motivation and stress. 

Education Review Office (ERO) (2018); Teaching approaches and strategies that work - Keeping Children Engaged and Achieving in Reading;  New Zealand Government

This is an ERO's report on teaching strategies that work on engaging children to read and they achieve in reading. The report features strategies and approaches observed in 40 primary schools selected from across New Zealand. These strategies contribute to a number of students in the upper primary years (Years 5 to 8) achieving at or above the expected standard had increased. The report includes narratives from each school who has found strategies most effective in raising achievement in reading. 

One narrative I found relevant to my hypotheses is the implementing of a variety of research-based strategies and approaches to improve reading at Woodleigh School at Taranaki. This narrative shares the variety of strategies teachers and leaders used to improve children’s reading achievement, and the resources and processes they used to make sure strategies were consistently applied. 

Their approach had the following three tiers that drew on ideas from different research articles teachers had investigated. 
1. Teachers used browse boxes to extend children’s reading stamina. The books in the browse boxes were selected by the children with some guidance from their teachers. The aim was to increase the range and variety of text children read by ensuring the books in the browsing boxes catered for their diverse interests, needs, values and perspectives.

 2. Teachers introduced the Daily 5 framework and used it to engage learners in independent choices within the classroom literacy programme. Daily 5 gave children the choice of five activities to work on independently to achieve their personal literacy goals. The activities included: 
- read to self 
- work on writing
- read to someone
- listen to reading
- word work.

3. Teachers used High 5 to focus on the teaching of reading comprehension through: 
- activating background knowledge
- for children to construct meaning and develop new understandings
- questioning to help build a particular aspect of the child’s knowledge such as thinking critically 
- analysing text structure to help children predict unknown words or phrases
- creating mental images so children would use their imagination to make connections to the ideas from the text with their prior knowledge
- summarising by teaching children to differentiate between important points and supporting detail. 

By using the higher-level texts and carefully supporting children to read the text in small chunks, the priority students grew in confidence and built their perception of themselves as ‘readers’. Teachers described the confidence children gained when they were able to read the same books as their peers as immense. 

I find this successful implementation of a variety of research-based strategies and approaches to improve reading very relevant to hypothesis 3 that I have developed.   

In regard to the contribution of reading practice in independent or extensive reading, Willingham (2009) states that practice is recognised as an essential component of any learning process. Muller & Dweck (1998) refer to the role of practice and hard work (rather than fixed intelligence) in academic accomplishments is beneficial for both motivation and performance. As it relates to reading in particular, research indicates that time spent reading books is the best predictor of overall academic achievement, even more so than socioeconomic status or ethnicity (Kirsch et al., 2002). Research show that reading practice builds vocabulary, fluency, comprehension, writing and higher order thinking skills. Though beneficial in all forms, reading practice is most effective when guided—that is, when it is coupled with feedback and instructional support tailored to the individual student.

LHypotheses

Hypotheses about Teaching

Develop a set of hypotheses about patterns in your teaching that could be changed to more effectively address the student learning focus.

1) Learning Environment (out of class feature):

Learners have sound understanding and ability in their L1 for oral communication, reading, and writing. 

Hypothesis about how my teaching contributed:

My teaching cannot use this strength to help ELLs in my inquiry group in their learning of English as their second language. (except for Tongan students - my knowledge of the Tongan language).

Hypothesis about actions to take:

Using the learners’ first languages would help ELLs in my inquiry group increase 

their reading comprehension.

2) Learning environment (out of class feature)

Limited exposure of ELLs to English in their first language environments as well as the limited time they have had in their second language environments (ESL) which is now New Zealand - evidence from student interviews.

Hypothesis about my teaching contributed to the learning problem:

Because of these ELLs’ limited exposure to English as their second language, this means they have not been exposed enough to ‘comprehensible input’ in English where they can listen, read, or speak in order to acquire or learn aspects of the language, such as decoding skills, vocabulary knowledge, or language comprehension. This is an out of school practice and experience which may contribute to why these ELLs are well behind their peers who have grown up in an  English speaking environment.

Hypothesis on actions that might be taken to address the learning problem:

With more and more time for ELLs in my inquiry group to be exposed to ‘comprehensible input’ in English through listening, reading, speaking, and writing, they will acquire and learn aspects of English more and better.This will help increase their English reading comprehension. 

If I increase this exposure to ‘comprehensible input’ through extensive and intensive reading at school, ELLs in my inquiry group will increase their English reading comprehension. 

3) Teaching feature

Learners in my inquiry group are unable to read and identify the purposes, ideas, structures, and language features used in different types of written texts or genres - indicated by low achievement in PAT & STAR reading comprehension tests.

Hypothesis about my teaching contributed to the learning problem:

Because there is no clear pedagogical plan to teach features of different written texts or genres in my reading programme, learners are not able to identify and understand them when they listen or read different texts or genres. When learners read different text types of genres, they are unable to use their knowledge on those  features to fully comprehend what they read.

Hypothesis on actions that might be taken to address the learning problem:

If I develop a focused-teaching approach on different text types or genres and their features, this  will contribute to increase the English reading comprehension among ELLs of my inquiry group. This will be an important element of my intensive reading programme in class.

4) Teaching feature

Learners in my inquiry group are unable to effectively use reading strategies to help comprehend what they read - indicated by low scores in:

- making local & global strategies, retrieval skills, authors’ craft, other strategies in PAT & STAR reading tests.

Hypothesis about my teaching contributed to the learning problem:

I have been aware of the importance and need to teach and develop learners’ knowledge and practice on using  reading strategies, but not very consistent enough to ensure that students understand. To some extent, I start teaching them but no assessment  to see whether my students know how to use them well and effectively. Because there hasn’t been any consistency in teaching and assessing these in my reading programme,  students are not equipped to comprehend what they read.

Hypothesis on actions that might be taken to address the learning problem:

If I develop a focused-teaching approach on different reading strategies, this will equip learners in my inquiry group to increase the comprehension of what they read. This will be an important element of my intensive reading programme in class.

5) Teaching feature

Increase vocabulary knowledge

The low % in learners’ performance on 1000 & 2000 frequency words assessments contributed to the lack of their ability to understand what they read. THis is especially true of students 1 & 2 in the inquiry group.

Hypothesis about my teaching contributed to the learning problem:

I have had the knowledge and been fully aware of the important role of vocabulary knowledge on increasing reading comprehension for English language learners. However, I haven’t had a definite clear plan on teaching and exposing ELLs for the development of their vocabulary and any consistent way of assessing their success. Because of that, the increase in their vocabulary to help their reading comprehension was hampered. 

Hypothesis on actions that might be taken to address the learning problem:

If I develop a focused-teaching approach on the vocabulary development of ELLs in my inquiry group, this will help  increase the comprehension of what they read. This will be an important element of both my intensive and extensive reading programme in class.

6) Teaching feature

ELLs in my inquiry group lack interest and love for reading and that might also contribute to the lack of their exposure to ‘comprehensible input’ in English thus impacting their low reading comprehension - evidence from questionnaire show  they'd rather watch TV, clean their rooms, or play rather than reading.

Hypothesis about my teaching contributed to the learning problem:

In the plan of my teaching, I did not contact or work closely with whanau at home to ensure they establish strategies to engage learners on reading when they come back home from school..

I engage them at school on an extensive reading programme (AR) as a reading programme but needed more on cultivating interest and love for reading. AR was implemented but needed more consistent follow up to ensure that students do read. 

Hypothesis on actions that might be taken to address the learning problem:

If I develop a focused-approach on extensive reading for ELLs in my inquiry group, where they will engage in increasing their ‘reading milage’, this might contribute to the development of their interest and love for reading, as well as their learning of aspects of English language. This will help increase their reading comprehension.

7) Teaching feature

Emotional and social challenges at home as well as  anxieties in learning English as a second language and doing reading in classes - Evidence from interview show ELLs in my inquiry group were shy, scared, worried to speak read in English because their reading and knowledge of English were not good.

Hypothesis about my teaching contributed to the learning problem:

My lack of knowledge and sensitivity on the ‘affective filters’ of my learners made me do practices that increased their anxiety and that did not help their learning and acquisition in English.

I did not consider my as part of my teaching to deal with this issue of how these ELLs feel about their reading. I focus on teaching them how to read rather than considering their emotional feelings and perspectives on who they are English language learners. Eg. while doing intensive reading with them, I forced them to read and not realising that that increased their anxiety about using of English.

Hypothesis on actions that might be taken to address the learning problem:

If I develop a focused-approach on lowering the ‘affective filters’ of ELLs in my inquiry group, their motivation and confidence may develop to engage them in their learning of English language through the extensive and intensive reading offered in class. This might contribute to an increase in their reading comprehension. 

LHypothesis - Develop Hypotheses

Describe your process for developing hypotheses  (hunch) e.g. what you read, who you talked with.

SCANNING

Knowing my learners in this inquiry is vital in this process of developing hypotheses (hunches) about their learning. I started off this process with a quick scanning of evidence collected about the learners and their learning in order to get an overview of the whole group - their areas of strengths and of needs for development. The key question here is, 'What is happening for my learners in my classroom?'

Progress and achievement in reading standardized assessments:
The key questions are - What do these learners already know in reading? What do they need to learn and do? What should they achieve? The only area of strength shown here is that these learners can read very short and simple texts with the help of illustrations and context. The evidence collected show that these learners generally have limited knowledge and ability in reading comprehension, and there are many facets in reading they need to learn and do. These are the areas of needs for development in their reading:

• Familiarity with reading different types of texts (eg poems, explanation, and narratives)
• Reading skills of retrieving information; Making local and global inferences 
• Understanding author's craft
• Word knowledge and skills
• Comprehension skills and constructing meanings
• Analyzing Literary Texts
• Analyzing Argument and Evaluating Text 

Learners' Background:

Evidence from the information collected show that with these learners:

• Very limited exposure to English as a second language in the islands before migration
• Short duration of time since entering NZ
• No real acquisition or learning of English language in the islands and NZ
• Limited knowledge of NZ education system and its relevance to them
• Emotional struggles at home for missing real parents who are in the islands
• Over-crowded at some homes
• Anxiety and low self esteem at school because they are ELLs
• Limited access for books at home or library

Motivation and Attitudes to reading and teaching of reading at school:

Evidence about these learners show that:

• Most rate themselves as poor readers and they all like teachers reading to them
• They are shy and have anxieties when asked to read aloud in class, coming to a new word when reading, or having to spell a new word they don't know how to spell
• They are not motivated readers, they'd rather do other chores than reading after school, and they don't spend much time reading at home
• They like writing stories for teachers because they want feedback from them
•  They are all positive about going to school

First and Second Language (L1 - L2)

One area of strength in the profile of these ELLs is their understanding and ability to speak, read, and write in their first languages (L1). They have full understanding almost always, no matter what the context is, they can fully fluently speak in their first languages in any situation, they can read and understand almost anything, and they they write very well in their first languages.

With English as their second language (L2), the learners rated their understanding as ranging from minimal few words to day to day talk with friends and families. Their speaking is limited to speaking with friends and families, their reading is from knowing only few words to can read and understand only easy reading. They can only write quite a bit - they write as they speak.

FOCUSING
The key question for me at this focusing part of the process is the question, 'Where should I concentrate my energies in order to change the experiences and outcomes of my learners?' Focusing here is about establishing priority for improvement. At this phase I used information from my scanning about areas of learners' strengths and needs to determine where my time and energy need to be invested. This focusing phase should also narrow or hone down the area of my investigation.

These key focusing questions helped me at this phase of the process:

• What popped out at me during the scanning process?
• What are the strengths that my learners show? How might I build on those strengths?
• What's not working well?
• What really matters most for my learners?
• What is going to make the the biggest difference to the learning of my learners?

It's important for me that the focus areas I choose are related to student learning, that I have the ability to tackle, and to inquire more to teaching practice.

With these to guide me, I choose these focus areas which popped out at me:

An area of strength:
1) Learners have sound understanding and ability in their L1

Areas of needs for development:

2) Reading and understand the purposes, ideas, structures, and language features used in different types of written texts
3) Using reading skills and strategies to read for comprehension
4) Develop learner's levels of English vocabulary and word skills
5) Motivation and interests of learners to read independently at school and at home after school

6) Limited acquisition and learning of L2 both in the islands and NZ
7) Emotional and social challenges at home and anxieties while doing reading in classes

DEVELOPING (AND TESTING) HYPOTHESES (HUNCHES)
The key question at this phase is, 'How my teaching practices have contributed to student learning in an area identified as a potential focus for improving?' Developing these hunches is an opportunity for me to use my teaching intuition based on my observations and experiences with these ELLs.

Some hypotheses I generated:

• If I teach these ELLs the strategy of transferring prior knowledge, prior linguistic and cognitive skills, and language base knowledge from their L1 to their reading in L2, then that will increase their reading comprehension in L2, as well as their production ability.
• If I practice selecting quantity and quality different text types and use a 'dive in' approach to teach their purposes, text features, and meanings, then these ELLs will increase their reading comprehension when reading them as unfamiliar texts.
• If I practice teaching specific reading strategies such as - retrieving information, making local or informal inferences, use of prior knowledge, prediction, summarizing, and some others, then these ELLs will increase their levels of reading comprehension.
• If I practice deliberate teaching of vocabulary through reading, then it will help these ELLs increase their reading comprehension, as well as their other language skills, listening, speaking, and writing.
• If I practice providing, motivating, and engaging these ELLs in guided independent reading where they read everyday at school and at home after school, then they will increase their incidental learning of vocabulary, reading comprehension, and other language skills
• If I practice making provisions for these ELLs to interact and use oral language everyday in class, then they will be able to transfer those skills to their reading comprehension and other production skills.
• If I practice reading stories and having fun with these ELLs in class, then they will enjoy learning how to read and learning English as a language.