A program to improve social studies reading comprehension among students of English for speakers of other languages (ESOL) was developed in the form of a practicum for use in an exemplary new school in Florida. Participants were five ESOL students, aged 9-11, with widely varying English proficiency, and a group of fifth grade teachers responsible for ESOL instruction. One student was hearing-impaired. Student language skills were assessed with local and standardized tests, and teacher competencies and needs in ESOL instruction were assessed using a questionnaire. A 12-week program of teacher training and student instruction was implemented. Drawing on rekearch in social studies and reading instruction, the project consisted of content instruction using commercial texts, interactive questioning, instruction in reading-study strategies, teacher training in the use of graphics, and increased ESOL teacher planning time. Students were given a social studies reading comprehension pretest. After the 12 weeks, content and visual post-tests were administered and student individualized educational plans were reviewed by teachers. Results showed’ substantial increase in student comprehension and use of graphic aids and teachers showed increased understanding of targeted teaching techniques and use of additional joint planning time. Contains 16 references. Substantial project-related materials are appended. (MSE) Reproductions supplied by EDRS are the best that can be made from the original document.
CONTENT AREA READING STRATEGIES FOR ENGLISH SPEAKERS OF OTHER LANGUAGES (CARS FOR ESOL) by Susan Nanna Casbarro A Final Report submitted to the Faculty of the Fischler Center for the Advancement of Education of Nova Southeastern University in partial fulfillment of the requirements for the degree of Master of Science The abstract of this report may be placed in the University database system for reference. PERMISSION TO REPRODUCE AND DISSEMINATE THIS MATERIAL HAS BEEN GRANTED BY /-\CI) rNe–S\-octv-rc.) TO THE EDUCATIONAL RESOURCES INFORMATION CENTER (ERIC) May 6, 1996 BEST COPY AVAiLABLF U.S. DEPARTMENT OF EDUCATION Office of Educational Research and Improvement RESOURCES INFORMATION CENTER (ERIC) This document has been reproduced as received from the person or organization originating it. Minor changes have been made to improve reproduction quality. ° Points of view or opinions stated in this I document do not necessarily represent official OERI position or policy.
