Date of Award

2026

Document Type

Dissertation

Degree Name

Education Specialties (Ph.D.)

Department

Education Specialties

First Advisor

Olivia G Stewart

Second Advisor

Michael Sampson

Abstract

Educators have seen and will continue to see an influx of students in the classrooms who require English as a second language (ESL) instruction. The goal of this research will provide support for educators and administrators in preparing curriculum that focuses on the needs of these students. In pursuit of this aim, the researcher of this study sought to identify which method of reading instruction best suits English language learning (ELL) in the classroom. The research would identify components of both oral round robin and silent reading activities and then reading comprehension activities completed over the course of a two- week session for the quantitative approach, followed by focus group sessions. Feedback from participants were incorporated as part of the qualitative segment and reading assessments were used for the quantitative section of the study in which each group received reading passages to be read orally or silently, with each activity increasing in reading level difficulty. Both groups received the same reading comprehension assessment questions. The MAXQDA was used for the qualitative component and to identify themes taken from focus group sessions. The Statistical Package for Social Sciences (SPSS) was used for analyzing the reading assessment data as part of the quantitative segment of the research study. The methodology triangulation approach was used to identify participant attitudes towards oral and silent reading as related to the scores on the assessments and to support general behaviors and attitudes from students regarding their preference for one or the other method in relation to their reading assessment scores.

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