Improving ELL Reading Fluency: The SIOP Model and Its Effect

Abstract

The English Language Learner (ELL) population is on the rise. However, there remains an achievement gap between ELLs and English native speakers, particularly in Reading. To effectively help ELLs achieve English proficiency, teachers must implement research-based instructional strategies. Using a quasi-experiment design of pretest and posttest group comparison, this action research examined the effect of the Sheltered Instruction Observation Protocol (SIOP) model on reading fluency of ELLs in a Title I school. Over a period of 5 weeks, one group of ELLs received reading instruction using the SIOP model for 45 minutes daily, and the other group received reading instruction as usual with the SIOP model. Under the SIOP model, each lesson of the SIOP model begin with vocabulary background building, followed by a video, and teacher modeling for the opening. The work period includes small cooperative learning groups based reading performance, and each lesson concludes with essential questions on The Depth of Knowledge Wheel (DOK). Both groups were assessed in reading fluency (words per minute) using Reading A-Z before and after the intervention. Results show the ELL group under the SIOP model had significant gains in reading fluency, and the SIOP model is effective in improving ELLs reading performance. The SIOP model should be implemented across content areas to help ELLs achieve both English proficiency and academic learning.

Keywords

English Language Learners, achievement gap, reading fluency, SIOP Model

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Improving ELL Reading Fluency: The SIOP Model and Its Effect

The English Language Learner (ELL) population is on the rise. However, there remains an achievement gap between ELLs and English native speakers, particularly in Reading. To effectively help ELLs achieve English proficiency, teachers must implement research-based instructional strategies. Using a quasi-experiment design of pretest and posttest group comparison, this action research examined the effect of the Sheltered Instruction Observation Protocol (SIOP) model on reading fluency of ELLs in a Title I school. Over a period of 5 weeks, one group of ELLs received reading instruction using the SIOP model for 45 minutes daily, and the other group received reading instruction as usual with the SIOP model. Under the SIOP model, each lesson of the SIOP model begin with vocabulary background building, followed by a video, and teacher modeling for the opening. The work period includes small cooperative learning groups based reading performance, and each lesson concludes with essential questions on The Depth of Knowledge Wheel (DOK). Both groups were assessed in reading fluency (words per minute) using Reading A-Z before and after the intervention. Results show the ELL group under the SIOP model had significant gains in reading fluency, and the SIOP model is effective in improving ELLs reading performance. The SIOP model should be implemented across content areas to help ELLs achieve both English proficiency and academic learning.