Access Type

Open Access Dissertation

Date of Award

January 2016

Degree Type

Dissertation

Degree Name

Ed.D.

Department

Curriculum and Instruction

First Advisor

Sandra Gonzales

Abstract

ABSTRACT

IMPACT OF SELF-SELECTED VERSUS PRESCRIBED LEVEL READING ON ARABIC SPEAKING ELL STUDENTS: A MIXED METHODS STUDY

by

MANAL M. ASSI

May 2016

Advisor: Dr. Sandra Gonzales

Major: Curriculum and Instruction; English as a Second Language

Degree: Doctor of Education

This study uses the Accelerated Reader collection to find which reading model, reading within the Lexile range versus having the choice to read outside the Lexile range, will positively impact Arabic speaking eighth grade ELL students and improve their attitude towards reading. The study was conducted in a Title III charter school in the metro-Detroit area. Participants included six female eighth grade students whose native language was Arabic. The mixed-method approach was adapted using qualitative and quantitative data. Qualitative data included observations and semi-structured interviews; quantitative data included The Northwest Evaluation Association (NWEA) computerized adaptive reading assessment and the Reader Self-Perception Scale, which was developed by Henk and Melnick (1995). Results indicated that there was no significant difference between the two models on students’ attitude towards reading nor was there a significant difference on students’ reading growth. As a result, school policies that restrict students to read within their prescribed levels should be reconsidered. Each model could positively impact ELLs if an appropriate reading environment was established.

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