Usability of a Reading Intervention for Upper-Elementary English Learners: Building Reading Comprehension Through Knowledge, Language, and Structured Inquiry (K.L.I.).
Saved in:
| Title: | Usability of a Reading Intervention for Upper-Elementary English Learners: Building Reading Comprehension Through Knowledge, Language, and Structured Inquiry (K.L.I.). |
|---|---|
| Authors: | Davis, Dennis S. (AUTHOR) ddavis6@ncsu.edu, Relyea, Jackie E.1 (AUTHOR) jrelyea@ncsu.edu, Samuelson, Courtney2 (AUTHOR) csamuelson@methodist.edu, Huang, Becky3 (AUTHOR) huang.5088@osu.edu, Dobis, Corrie1 (AUTHOR) chsulliv@ncsu.edu |
| Source: | AERA Open. 3/22/2025, Vol. 11, p1-23. 23p. |
| Abstract: | To accelerate literacy learning for upper-elementary multilingual children designated as English learners (ML-ELs), teachers need instructional tools that create sustained opportunities for reading and discussing informational texts, examining the language encountered in those texts, and building new content knowledge. To address this need, we developed a multicomponent small-group intervention to build ML-ELs' reading comprehension by emphasizing knowledge, language, and structured inquiry (K.L.I.). We describe our iterative design process and report findings related to usability, which we argue is an essential but often unreported step in examining the internal logic of new interventions. Using design-based research, we developed K.L.I. through repeated design-implement-observe-revise cycles in collaboration with 15 teachers over 2 years. We analyzed teacher interviews and ratings of lessons implemented during afterschool supplemental instruction. Findings suggest pressure points and enhancing factors affecting the usability of K.L.I. These findings can inform future efforts to design and implement similar multicomponent reading comprehension interventions. [ABSTRACT FROM AUTHOR] |
| Copyright of AERA Open is the property of Sage Publications Inc. and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.) | |
| Database: | Education Research Complete |
| FullText | Text: Availability: 0 |
|---|---|
| Header | DbId: ehh DbLabel: Education Research Complete An: 188052691 AccessLevel: 6 PubType: Academic Journal PubTypeId: academicJournal PreciseRelevancyScore: 0 |
| IllustrationInfo | |
| Items | – Name: Title Label: Title Group: Ti Data: Usability of a Reading Intervention for Upper-Elementary English Learners: Building Reading Comprehension Through Knowledge, Language, and Structured Inquiry (K.L.I.). – Name: Author Label: Authors Group: Au Data: <searchLink fieldCode="AR" term="%22Davis%2C+Dennis+S%2E%22">Davis, Dennis S.</searchLink> (AUTHOR)<i> ddavis6@ncsu.edu</i><br /><searchLink fieldCode="AR" term="%22Relyea%2C+Jackie+E%2E%22">Relyea, Jackie E.</searchLink><relatesTo>1</relatesTo> (AUTHOR)<i> jrelyea@ncsu.edu</i><br /><searchLink fieldCode="AR" term="%22Samuelson%2C+Courtney%22">Samuelson, Courtney</searchLink><relatesTo>2</relatesTo> (AUTHOR)<i> csamuelson@methodist.edu</i><br /><searchLink fieldCode="AR" term="%22Huang%2C+Becky%22">Huang, Becky</searchLink><relatesTo>3</relatesTo> (AUTHOR)<i> huang.5088@osu.edu</i><br /><searchLink fieldCode="AR" term="%22Dobis%2C+Corrie%22">Dobis, Corrie</searchLink><relatesTo>1</relatesTo> (AUTHOR)<i> chsulliv@ncsu.edu</i> – Name: TitleSource Label: Source Group: Src Data: <searchLink fieldCode="JN" term="%22AERA+Open%22">AERA Open</searchLink>. 3/22/2025, Vol. 11, p1-23. 23p. – Name: Abstract Label: Abstract Group: Ab Data: To accelerate literacy learning for upper-elementary multilingual children designated as English learners (ML-ELs), teachers need instructional tools that create sustained opportunities for reading and discussing informational texts, examining the language encountered in those texts, and building new content knowledge. To address this need, we developed a multicomponent small-group intervention to build ML-ELs' reading comprehension by emphasizing knowledge, language, and structured inquiry (K.L.I.). We describe our iterative design process and report findings related to usability, which we argue is an essential but often unreported step in examining the internal logic of new interventions. Using design-based research, we developed K.L.I. through repeated design-implement-observe-revise cycles in collaboration with 15 teachers over 2 years. We analyzed teacher interviews and ratings of lessons implemented during afterschool supplemental instruction. Findings suggest pressure points and enhancing factors affecting the usability of K.L.I. These findings can inform future efforts to design and implement similar multicomponent reading comprehension interventions. [ABSTRACT FROM AUTHOR] – Name: AbstractSuppliedCopyright Label: Group: Ab Data: <i>Copyright of AERA Open is the property of Sage Publications Inc. and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.) |
| PLink | https://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=ehh&AN=188052691 |
| RecordInfo | BibRecord: BibEntity: Identifiers: – Type: doi Value: 10.1177/23328584251323893 Languages: – Code: eng Text: English PhysicalDescription: Pagination: PageCount: 23 StartPage: 1 Titles: – TitleFull: Usability of a Reading Intervention for Upper-Elementary English Learners: Building Reading Comprehension Through Knowledge, Language, and Structured Inquiry (K.L.I.). Type: main BibRelationships: HasContributorRelationships: – PersonEntity: Name: NameFull: Davis, Dennis S. – PersonEntity: Name: NameFull: Relyea, Jackie E. – PersonEntity: Name: NameFull: Samuelson, Courtney – PersonEntity: Name: NameFull: Huang, Becky – PersonEntity: Name: NameFull: Dobis, Corrie IsPartOfRelationships: – BibEntity: Dates: – D: 22 M: 03 Text: 3/22/2025 Type: published Y: 2025 Identifiers: – Type: issn-print Value: 23328584 Numbering: – Type: volume Value: 11 Titles: – TitleFull: AERA Open Type: main |
| ResultId | 1 |
