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Usability of a Reading Intervention for Upper-Elementary English Learners: Building Reading Comprehension through Knowledge, Language, and Structured Inquiry (K.L.I.)

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Title: Usability of a Reading Intervention for Upper-Elementary English Learners: Building Reading Comprehension through Knowledge, Language, and Structured Inquiry (K.L.I.)
Language: English
Authors: Dennis S. Davis (ORCID 0000-0003-2114-2860), Jackie E. Relyea (ORCID 0000-0002-7560-7136), Courtney Samuelson (ORCID 0000-0003-3299-3230), Becky Huang (ORCID 0000-0003-3235-5298), Corrie Dobis (ORCID 0000-0002-1482-6669)
Source: Grantee Submission. 2025.
Peer Reviewed: Y
Page Count: 59
Publication Date: 2025
Sponsoring Agency: Institute of Education Sciences (ED)
Contract Number: R305A200283
Document Type: Reports - Research
Education Level: Elementary Education
Descriptors: Usability, Multilingualism, English Learners, Teaching Methods, Literacy Education, Elementary School Students, Language Usage, Reading Materials, Discussion (Teaching Technique), Intervention, Teacher Collaboration, Teacher Attitudes, Longitudinal Studies, After School Programs, Instructional Design, Reading Comprehension, Reading Processes, Elementary School Teachers, Faculty Development, Spanish Speaking, Student Characteristics, Scaffolding (Teaching Technique)
DOI: 10.1177/23328584251323893
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 fifteen teachers over two 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. [This paper was published in "AERA Open" 2025.]
Abstractor: As Provided
IES Funded: Yes
Entry Date: 2025
Accession Number: ED671508
Database: ERIC
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  Data: Usability of a Reading Intervention for Upper-Elementary English Learners: Building Reading Comprehension through Knowledge, Language, and Structured Inquiry (K.L.I.)
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  Data: <searchLink fieldCode="AR" term="%22Dennis+S%2E+Davis%22">Dennis S. Davis</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0003-2114-2860">0000-0003-2114-2860</externalLink>)<br /><searchLink fieldCode="AR" term="%22Jackie+E%2E+Relyea%22">Jackie E. Relyea</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0002-7560-7136">0000-0002-7560-7136</externalLink>)<br /><searchLink fieldCode="AR" term="%22Courtney+Samuelson%22">Courtney Samuelson</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0003-3299-3230">0000-0003-3299-3230</externalLink>)<br /><searchLink fieldCode="AR" term="%22Becky+Huang%22">Becky Huang</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0003-3235-5298">0000-0003-3235-5298</externalLink>)<br /><searchLink fieldCode="AR" term="%22Corrie+Dobis%22">Corrie Dobis</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0002-1482-6669">0000-0002-1482-6669</externalLink>)
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  Data: <searchLink fieldCode="SO" term="%22Grantee+Submission%22"><i>Grantee Submission</i></searchLink>. 2025.
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  Data: 59
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  Data: 2025
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  Data: Institute of Education Sciences (ED)
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  Data: <searchLink fieldCode="DE" term="%22Usability%22">Usability</searchLink><br /><searchLink fieldCode="DE" term="%22Multilingualism%22">Multilingualism</searchLink><br /><searchLink fieldCode="DE" term="%22English+Learners%22">English Learners</searchLink><br /><searchLink fieldCode="DE" term="%22Teaching+Methods%22">Teaching Methods</searchLink><br /><searchLink fieldCode="DE" term="%22Literacy+Education%22">Literacy Education</searchLink><br /><searchLink fieldCode="DE" term="%22Elementary+School+Students%22">Elementary School Students</searchLink><br /><searchLink fieldCode="DE" term="%22Language+Usage%22">Language Usage</searchLink><br /><searchLink fieldCode="DE" term="%22Reading+Materials%22">Reading Materials</searchLink><br /><searchLink fieldCode="DE" term="%22Discussion+%28Teaching+Technique%29%22">Discussion (Teaching Technique)</searchLink><br /><searchLink fieldCode="DE" term="%22Intervention%22">Intervention</searchLink><br /><searchLink fieldCode="DE" term="%22Teacher+Collaboration%22">Teacher Collaboration</searchLink><br /><searchLink fieldCode="DE" term="%22Teacher+Attitudes%22">Teacher Attitudes</searchLink><br /><searchLink fieldCode="DE" term="%22Longitudinal+Studies%22">Longitudinal Studies</searchLink><br /><searchLink fieldCode="DE" term="%22After+School+Programs%22">After School Programs</searchLink><br /><searchLink fieldCode="DE" term="%22Instructional+Design%22">Instructional Design</searchLink><br /><searchLink fieldCode="DE" term="%22Reading+Comprehension%22">Reading Comprehension</searchLink><br /><searchLink fieldCode="DE" term="%22Reading+Processes%22">Reading Processes</searchLink><br /><searchLink fieldCode="DE" term="%22Elementary+School+Teachers%22">Elementary School Teachers</searchLink><br /><searchLink fieldCode="DE" term="%22Faculty+Development%22">Faculty Development</searchLink><br /><searchLink fieldCode="DE" term="%22Spanish+Speaking%22">Spanish Speaking</searchLink><br /><searchLink fieldCode="DE" term="%22Student+Characteristics%22">Student Characteristics</searchLink><br /><searchLink fieldCode="DE" term="%22Scaffolding+%28Teaching+Technique%29%22">Scaffolding (Teaching Technique)</searchLink>
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  Data: 10.1177/23328584251323893
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  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 fifteen teachers over two 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. [This paper was published in "AERA Open" 2025.]
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        Value: 10.1177/23328584251323893
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      – Text: English
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        PageCount: 59
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      – SubjectFull: Multilingualism
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      – SubjectFull: English Learners
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      – SubjectFull: Literacy Education
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