Doctor of Philosophy (PhD)
Curriculum & Instruction
First Committee Member
Second Committee Member
Third Committee Member
Mary E. Spalding
Fourth Committee Member
Fifth Committee Member
Number of Pages
This dissertation study examines the effects of four teacher-led reading activities recommended by the reading teaching policy and student independent reading activity on the development of English language learners (ELL) reading proficiency at fourth grade in U.S. elementary schools. In this study, I first introduce the significance of studying the relationship between ELL reading development and the reading teaching activities recommended for ELL students' reading development and discuss the potential conflicts of the ideas underlying these teaching activities with some assumptions underlying the second language theories. With such an introduction as a base, I raise some research questions for my dissertation study and review the relevant theoretical and empirical bases and further justify these research questions in light of the theoretical and empirical literature. Then, I propose and justify the research methodology, participants, data sources and analyses for my dissertation and present my findings that address the research questions. Finally, I discuss these findings in light of the existing literature, offer pedagogical implications and suggestions for future research on ELL reading, and explain imitations of study.
Education – Standards; English language – Study and teaching – Foreign speakers; English language learners; Fourth grade (Education); Large-scale databases; Reading (Elementary); Reading instruction strategies
Bilingual, Multilingual, and Multicultural Education | Education | Educational Methods
University of Nevada, Las Vegas
Liu, Siping, "Effects of Teacher-led Reading Teaching Activities and Student Independent Reading on Fourth Grade ELL Student Reading Comprehension" (2012). UNLV Theses, Dissertations, Professional Papers, and Capstones. 1681.
IN COPYRIGHT. For more information about this rights statement, please visit http://rightsstatements.org/vocab/InC/1.0/