The purpose of this study was to explore techniques which may lead to increasing a Limited English Proficient student's academic success. The central question which directed the research was: Will an eight week long, one hour per week literature based reading intervention program increase an L.E.P. student's reading and comprehension and writing abilities? A secondary question which the research attempted to address was: Will the reading intervention lead to increased scores on the ReadingILiterature Scoring Guide') Furthennore, changes in the student's self-esteem and general demeanor were. also recorded. This study occurred in a small middle school in an urban area of Oregon. The participant was a sixth grader. The student had moved to the area with his family from Mexico roughly seven months prior to the beginning of the research project. Prior to attending this middle school, all of his classes had occurred in Mexico and were taught in Spanish. The ESL services he received at the school were his only formal training in English. In order to protect his privacy a pseudonym was used in this study. The bulk of the data used in this study was derived from qualitative journal entries. The preliminary results tend to support the contention that an literature based, extensive reading program that individualizes instruction and provides for opportunity to interact with the instructor may have significant positive outcomes for Limited English Proficient students
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