Extensive Partner Reading to Improve Science Reading Fluency and Comprehension in Fourth Grade English Language Learners

Abstract

Students who are English Language Learners (ELL) require specific tools to acquire science literacy. When children read several grade levels behind their classmates, they struggle to understand more complex ideas due to lack of familiarity with words frequently used in science discourse. Traditional English language instruction fails to take into account different methods of knowledge transmission. The Blackfeet Nation, one of the Indigenous plains tribes of North America were introduced to written language after centuries of teaching successive generations by speaking in their native language. The implementation of extensive reading aloud of multiple texts with a grade-level partner gives consideration to cultural values and respects the preferences of the students in need of increased vocabulary while acknowledging the correlation between oral reading fluency and overall reading comprehension. Extensive reading is presented to elicit curiosity and give students a voice in choosing fields of science to explore broadly. Partner reading of science text allows students who are ELL to receive meaningful instruction consistent with their traditional modes of learning. The extensive partner reading program takes place during science and English instruction, and science literacy-building routines are embedded in each step of the 5E (Engage, Explore, Explain, Elaborate, Evaluate) science lesson format. When implemented, extensive partner reading provides students who are ELL in science literacy with more engaging literacy instruction, creating noticeable improvements in science engagement and reading ability. This instruction method can be adapted to any grade level and any reading level, and can be used to teach non-Indigenous ELL students.