Main Question : How do students reflect and expand on their reading comprehension?

1. Main Question: How do students reflect and expand on their reading comprehension? • Observe and take field notes during reading time • Pre-assessment interview • Pre-assessment Comprehension score Sub Question:How do student’s language backgrounds influence their reading comprehension? • questionnaire about students background Sub Question: What are some strategies to help students enhance their thinking during reading? • Find articles on different strategies.

3. 1. Paraphrasing: An Effective Comprehension Strategy Sharon B. Kletzien 2. Improving students’ reading comprehension skills: Effects of strategy instruction and reciprocal teaching Nadine Spo¨rer, Joachim C. Brunstein, Ulf Kieschke 3. Vocabulary knowledge is a critical determinant of the difference in reading comprehension growth between first and second language learners Arne Lerva°g and VibekeGrøverAukrust 4. Examining the role of time and language type in reading development for English Language Learners Joseph Betts, Sara Bolt, Dawn Decker, Paul Muyskens , and Doug Marston

4. Improving students’ reading comprehension skills: Effects of strategy instruction and reciprocal teaching Nadine Spo¨rer, Joachim C. Brunstein, Ulf Kieschke The aim of this study was to investigate the effects of three different forms of strategy instruction on reading comprehension. Students were assigned to any one of three intervention conditions or to a traditional instruction condition (control condition). Training students were taught four reading strategies (summarizing, questioning, clarifying, predicting) and practiced these strategies in small groups (reciprocal teaching), pairs, or instructor-guided small groups. Participants: 210 third- to sixth-graders from two elementary schools. Results: (a) Summarizing: At posttest, students in each of the three intervention conditions wrote better summaries than control students. At follow-up test IG students failed to create better summaries than control students, but RT and RTP students did. (b) Questioning: At posttest, RT and RTP students formulated better questions than control students. At follow-up test, only RT students outperformed control students. (c) Predicting: Similar to the acquisition of summarizing skills, at posttest students in the intervention conditions made better predictions than control students. At follow-up test, RT students continued to outperform control students. Except for the small effect of RTP students’

5. Examining the role of time and language type in reading development for English Language Learners Joseph Betts, Sara Bolt, Dawn Decker, Paul Muyskens , and Doug Marston The researcher investigated the relations between an individual ELL's immediate family's time in the U.S. In addition, the researcher examined the relations between an individual ELL's immediate family's time in the U.S. and reading development as determined using repeated measures of oral reading fluency and broad reading achievement (including reading comprehension). Participants: 300 ELL students. Average of 8.7 years of age. Result: The significance of the direct effect of time on broad reading achievement indicated that time accounts for additional variance above general oral reading fluency. ELLs may learn decoding skills and become fluent readers more quickly than they learn broader comprehension skills that require a more advanced vocabulary. However, it should be noted that the partial correlation of the time variable and broad reading achievement was about .22, which suggested that it accounted for only about 6% of the variance over and above the general reading fluency development across an academic year.