Date Approved

8-19-2026

Graduate Degree Type

Project

Degree Name

Education-Literacy Studies: Reading (M.Ed.)

Degree Program

College of Education

First Advisor

Elizabeth Stolle

Academic Year

2025/2026

Abstract

Multilingual learners (MLs) often struggle with reading comprehension as they simultaneously develop English language proficiency and learn grade-level academic content. Although research has identified effective instructional strategies for supporting ML reading comprehension, many general education teachers feel underprepared to implement these strategies effectively. This project examines the research-based approaches for supporting ML’s reading comprehension while addressing the need for sustained professional learning and instructional coaching for classroom teachers. The literature reviewed in this project focuses on sociocultural theory, translanguaging, culturally responsive pedagogy, and the Sheltered Instruction Observation Protocol (SIOP). There will be additional research-based instructional strategies such as explicit vocabulary instruction, morphological awareness, syntax-based reading, cooperative learning, technology integration, and student motivation and engagement. Together, these approaches emphasize the importance of recognizing multilingualism as an asset and provide students with linguistic, cultural, and academic supports that promote meaningful engagement with complex texts. Based on this research, the project proposes Reading Comprehension Success for Multilingual Learners, a summer professional development and instructional coaching program designed for third through fifth grade classroom teachers. The program will combine whole group professional development, individualized coaching, collaborative lesson planning, and teacher reflection. Teachers will learn how to apply these strategies through a SIOP-informed framework while receiving differentiated support based on their instruction needs and confidence levels. Ultimately, the project seeks to provide teachers with tools and sustained support to create more equitable reading comprehension opportunities for multilingual learners.

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