Chairperson, Graduate Committee: Peggy Taylor.Venturi, Sarah Keefer2017-03-212017-03-212016https://scholarworks.montana.edu/handle/1/10105This project was designed to investigate if direct language instruction could impact ELL students' literacy skills and content knowledge acquisition. Students were coached in the Reading for Meaning Strategy, an active reading strategy that incorporates the four language skill areas: reading, writing, speaking and listening. Student assessments and artifacts revealed gains in content knowledge and improvement in writing skills.enHigh school studentsBiologyEnglish languageTeachingProfessional PaperCopyright 2016 by Sarah Keefer Venturi