Date of Conferral
2019
Degree
Doctor of Education (Ed.D.)
School
Education
Advisor
Dr. Mary Hallums
Abstract
English as second language (ESL) students are not meeting reading proficiency standards
compared to their native English-speaking middle school peers. To address the low achievement
scores among ESL students, the study site implemented an instructional hub in which trained
ESL resource teachers used the sheltered instruction observation protocol (SIOP) model. The
purpose of this quasi-experimental study was to examine the difference in reading achievement
scores between ESL students who participated in the instructional hub and those who
participated in traditional instruction. Krashen's second language acquisition theory and Terrell's
natural approach theory provided the framework for the study. Archival data from a sample of 70
ESL students were used for data analysis. A paired-samples t test was used to determine whether
the groups reading mean scores (SIOP and traditional) significantly differed from pretest to post
test. The results showed that the SIOP group significantly improved or changed their reading
scores from pre to post scores, while students who were in traditional group did not. Findings
may be used by school district administrators to help teachers use the SIOP model to help ESL
students meet reading proficiency standards and graduate from school.
Recommended Citation
Hassell, Thomasine Campbell, "Influence of Two Instructional Models on Reading Achievement of ESL Middle School Students" (2019). Walden Dissertations and Doctoral Studies. 6575.
https://scholarworks.waldenu.edu/dissertations/6575
Included in
Bilingual, Multilingual, and Multicultural Education Commons, Elementary and Middle and Secondary Education Administration Commons, Junior High, Intermediate, Middle School Education and Teaching Commons
