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ERIC Number: ED558814
Record Type: Non-Journal
Publication Date: 2013
Pages: 296
Abstractor: As Provided
Reference Count: N/A
ISBN: 978-1-3032-7352-0
Investigating the Reading Engagement of English Language Learners: A Case Study of Four Middle School ELLs
Protacio, Maria Selena O.
ProQuest LLC, Ph.D. Dissertation, Michigan State University
This study investigates the reading engagement of four middle school English Language Learners (ELLs) in their English or English as a Second Language (ESL) classroom. Engaged readers are those who address the four components of reading engagement--motivation, strategic knowledge, constructing meaning from texts, and social interactions. In this study, I focused on five questions: (1) What motivates middle school ELLs to read? What discourages middle school ELLs from reading?; (2) What strategic knowledge do middle school ELLs draw upon when reading?; (3) How do middle school ELLs construct meaning (such as conceptual knowledge) from texts?; (4) How do middle school ELLs engage in social interactions around texts?; and (5) How do motivation, strategic knowledge, construction of meaning from texts, and social interactions interact to make up ELLs' reading engagement? Four middle school students from diverse ethnic and linguistic backgrounds were chosen as participants for this case study research. Two ELLs were previous focal students from the author's practicum research on ELL reading motivation, while two other students were invited to participate based on their low reading engagement levels. Data included in this case study research include semi-structured interviews, field notes from classroom observations, comprehension assessments, reading activity inventories, and student artifacts. Findings from this case study research indicate that each focal student had a different reading engagement profile. Three key findings emerged from a cross-case analysis of the focal students' reading engagement. First, all four components are essential to consider and address with ELL reading engagement. Second, ELL reading engagement is situational, and instructional practices must be used in classroom contexts in order to foster ELL reading engagement. Finally, results of this dissertation revealed that ELL identity is also an essential component of ELL reading engagement. The implications for practice and ELL reading engagement research are discussed. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page:]
ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site:
Publication Type: Dissertations/Theses - Doctoral Dissertations
Education Level: Middle Schools; Secondary Education; Junior High Schools
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A