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ELLs' Perceptions of Reading
This research investigated reading support and book preferences of fourth grade English language learners (ELLs) who were struggling readers. This qualitative research focused on three case studies. Interviews were conducted to explore ELLs' perceptions on reading motivation, reading
programs, and types of support they received. Descriptions of book preferences based on library records were reported. Findings revealed students were motivated to choose books peers recommended. ELLs' preferred to read graphic novels and fiction books, but had negative feelings toward reading
programs, despite the increased amount of reading the programs encouraged. The ripple effect of increased reading would be growth in both language and reading abilities.
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Document Type: Case Report
Publication date: March 1, 2017
Reading Improvement publishes reports and creative theoretical papers dealing with every aspect of reading improvement, and at all levels of instruction. Articles dealing with encoding and decoding, special education, handwriting, art, and literature in relation to K-12 are included in the sphere of interest. Preference is given to manuscripts that promise better understanding of reading and for improving the reading process.
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