Date Approved
5-6-2026
Graduate Degree Type
Project
Degree Name
Education-Literacy Studies: TESOL (M.Ed.)
Degree Program
College of Education
First Advisor
Elizabeth Stolle
Academic Year
2025/2026
Abstract
Multilingual learners in the United States consistently underperform in reading comprehension compared to monolingual peers, which is due to limited oral language proficiency and academic vocabulary. This academic achievement widens across grade levels, which emphasizes the need for instruction that integrates language development with literacy. This project designs an instructional model to support reading comprehension in upper elementary classrooms through explicit instruction, academic vocabulary, and structured oral opportunities. This project is grounded in the theories of sociolinguistic and social constructivist theories. Additionally, this project includes low-preperation and practical materials for general education teachers. Although this project has not been implemented, the project offers research-based strategies to improve access to academic content for multilingual learners and reduce literacy gaps.
ScholarWorks Citation
Groat, Bailey, "Supporting Multilingual Learners’ Reading Comprehension Through Explicit Instruction in Oral Language, Vocabulary, and Comprehension Strategies" (2026). Culminating Experience Projects. 691.
https://scholarworks.gvsu.edu/gradprojects/691
