Document Type

Article

Publication Date

8-2023

DOI

10.3389/feduc.2023.1085909

Publication Title

Frontiers in Education

Volume

8

Pages

1-15 pp.

Abstract

Supporting students’ reading competence (i.e., their comprehension and vocabulary) is complex, particularly when working with multilingual learners, and involves implementing instructional practices to support their behavioral engagement in reading as well as their reading motivation. The purpose of this mixed methods case study was to examine changes in multilingual learners’ reading comprehension, academic vocabulary, reading engagement, and reading motivation after participating in a 7-week intervention called United States History for Engaged Reading (USHER) and then examine qualitative data to explain why these changes may have occurred. We found changes in the reading comprehension of MLs across all four teachers’ classes, and variable changes in academic vocabulary, reading engagement, and reading motivation. We highlight specific instructional practices that may have led to these changes, including engaging students in discussions during explicit vocabulary instruction, allowing students choice and the opportunity to collaborate, and making the content relevant by relating it to students’ lives, among others.

Rights

Copyright © 2023 Gallagher, Beck, Ramirez, Barber and Buehl. This is an open-access article distributed under the terms of the Creative Commons Attribution License (CC BY). The use, distribution or reproduction in other forums is permitted, provided the original author(s) and the copyright owner(s) are credited and that the original publication in this journal is cited, in accordance with accepted academic practice. No use, distribution or reproduction is permitted which does not comply with these terms.

Data Availability

Article states: The original contributions presented in the study are included in the article/Supplementary material, further inquiries can be directed to the corresponding author.

The Supplementary material for this article can be found online at: https://www.frontiersin.org/articles/10.3389/feduc.2023.1085909/full#supplementary-material

ORCID

0000-0002-3175-0547 (Beck)

Original Publication Citation

Gallagher, M. A., Beck, J. S., Ramirez, E. M., Taboada Barber, A., & Buehl, M. M. Supporting multilingual learners' peading competence: A multiple case study of teachers' instruction and student learning and motivation. Frontiers in Education. 8, p. 1085909. Frontiers. https://doi.org/10.3389/feduc.2023.1085909

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