[{"data":1,"prerenderedAt":-1},["ShallowReactive",2],{"detail-sidebar-cat-0-en-105":3,"doc-seo-598054-105":59,"doc-detail-598054-en":130},{"code":4,"msg":5,"data":6},0,"success",[7,13,18,23,28,33,38,43,48,51,55],{"id":8,"doc_module":4,"doc_module_name":9,"category_name":10,"show_sort_weight":11,"slug":12},1,"Document","Story & Novel",90,"story-novel",{"id":14,"doc_module":4,"doc_module_name":9,"category_name":15,"show_sort_weight":16,"slug":17},2,"Literature",80,"literature",{"id":19,"doc_module":4,"doc_module_name":9,"category_name":20,"show_sort_weight":21,"slug":22},4,"Exam",70,"exam",{"id":24,"doc_module":4,"doc_module_name":9,"category_name":25,"show_sort_weight":26,"slug":27},5,"Comic",60,"comic",{"id":29,"doc_module":4,"doc_module_name":9,"category_name":30,"show_sort_weight":31,"slug":32},6,"Technology",50,"technology",{"id":34,"doc_module":4,"doc_module_name":9,"category_name":35,"show_sort_weight":36,"slug":37},7,"Healthcare",40,"healthcare",{"id":39,"doc_module":4,"doc_module_name":9,"category_name":40,"show_sort_weight":41,"slug":42},8,"Research & Report",30,"research-report",{"id":44,"doc_module":4,"doc_module_name":9,"category_name":45,"show_sort_weight":46,"slug":47},9,"Religion & Spirituality",20,"religion-spirituality",{"id":46,"doc_module":4,"doc_module_name":9,"category_name":49,"show_sort_weight":46,"slug":50},"World Cup","world-cup",{"id":52,"doc_module":4,"doc_module_name":9,"category_name":53,"show_sort_weight":52,"slug":54},10,"Lifestyle","lifestyle",{"id":56,"doc_module":4,"doc_module_name":9,"category_name":57,"show_sort_weight":24,"slug":58},19,"General","general",{"code":4,"msg":60,"data":61},"ok",{"site_id":62,"language":63,"slug":64,"title":65,"keywords":66,"description":67,"schema_data":68,"social_meta":123,"head_meta":125,"extra_data":127,"updated_unix":129},105,"en","adult-hispanic-esl-students-and-graded-readers","Adult Hispanic ESL Students and Graded Readers","","Study examines whether graded readers used with scaffolded silent reading (ScSR) increase vocabulary, reading comprehension, and positive reading attitudes among adult Hispanic ESL learners. A mixed-methods design involved two upper-intermediate adult ESL classes at a community college in southwestern Arizona. Both groups completed The Vocabulary Size Test and TABE Complete Language Assessment System–English, while the treatment group read graded readers, met with the instructor, kept journals, and provided interviews. Descriptive statistics show vocabulary and comprehension growth in both groups and a positive attitude reported in the treatment group.",{"@graph":69,"@context":122},[70,84,105],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":40,"@type":76,"position":81},"https://docshare.wps.com/document/research-report/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/adult-hispanic-esl-students-and-graded-readers/598054/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/adult-hispanic-esl-students-and-graded-readers/598054.png","ImageObject",300,407,{"name":92,"@type":93},"Indoniesian Boy","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-10-30","2026-10-15",true,{"@type":102,"interactionType":103,"userInteractionCount":39},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"What does the study evaluate about graded readers and scaffolded silent reading (ScSR)?","Question",{"text":112,"@type":113},"It evaluates the extent to which graded readers used with ScSR improve vocabulary, reading comprehension, and learners’ attitudes toward reading.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"How was the study conducted with the ESL classes?",{"text":117,"@type":113},"A mixed-methods approach used two upper-intermediate adult ESL classes; both groups took vocabulary and English assessment tests, while the treatment group read graded readers, met with the instructor, kept journals, and participated in interviews.",{"name":119,"@type":110,"acceptedAnswer":120},"What were the main findings regarding learning outcomes?",{"text":121,"@type":113},"Findings were promising, showing vocabulary and reading comprehension growth for both treatment and control groups, while the treatment group expressed a positive attitude toward reading graded readers through ScSR.","https://schema.org",{"og:url":83,"og:type":124,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":126,"canonical":83},"index,follow",{"doc_id":128,"site_id":62},598054,1792193056,{"code":4,"msg":5,"data":131},{"doc_id":128,"user_id":132,"nickname":92,"user_avatar":133,"doc_module":4,"category_id":39,"category_name":40,"doc_title":65,"doc_description":67,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":39,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":56,"language":139,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":140,"faqs":141,"seo_title":142,"seo_description":67,"update_tm":143,"read_time":144,"preview_page_count":4},962090760608,"https://ap-avatar.wpscdn.com/davatar_276721f389ce27ea32af1340a28f341c","Adult Hispanic ESL Students and Graded Readers  \nThis study examined the extent to which graded readers vis-à-vis scaffolded silent reading (ScSR) resulted in increased vocabulary, reading comprehension, anda positive attitude toward reading. A mixed-methods study was administered to two upper-intermediate adult ESL classes at a community college in southwestern Arizona. Both groups took The Vocabulary Size Test and TABE Complete Language Assessment System–English. The treatment group selected and read graded readers, met individually with the instructor, and kept a journal; in addition, several students from the treatment group were interviewed at the beginning and end of the study. Descriptive statistics were used on the pre-and posttests. The findings were promising and showed some growth in vocabulary and reading comprehension for both the treatment and control groups. Furthermore, participants of the treatment group expressed a positive attitude toward reading graded readers through scaffolded silent reading. As a result, this study demonstrated that graded readers used with scaffolded silent reading show promise with this student population.  \nIn an ideal world, are there any reading teachers who would not want their students to (a) read a great deal and (b) enjoy reading?(Day & Bamford, 1998, p. 4)  \nAs of July 2015, Hispanics comprise 56.6 million or 17.6% of  \nthe nation’s total population. Of these, 63.9% are of Mexican  \norigin. The majority of Hispanics live in one of the following eight states: California, Texas, Florida, New York, Illinois, Arizona, New Jersey, and Colorado, with the highest proportion of Hispanics  \nThe CATESOL Journal 29.2 • 2017 • 41  \nfound along the southwestern border of the US (U.S. Census Bureau, 2016) .  \nConsider an ESL program at a community college whose branch campus is on the US-Mexico border. There, the lingua franca is Spanish while English is usually limited to the classrooms. The community college’s ESL program consists of four levels that range from lowerbeginning to upper-intermediate. Each level includes courses that are divided into three subject areas: grammar, listening/speaking, and reading/writing. When ESL students complete their fourth level, they take two placement tests; one is in English, and the other is in reading. The majority of the ESL students place into English 80, which is the lowest developmental (precollege) course offered. As for reading, they tend to place at the lowest developmental course offered, Reading 93; it is for students who read at a fifth-grade level (J. Mattes, personal communication, March 24, 2011). As such, low reading scores prevent ESL students from taking the courses they want until they are reading at a college level. What can be done to help these students become proficient readers of English?  \nVocabulary knowledge is the crux of reading (Eskey, 2005) . Nation (2001) has written extensively of the need for a reader to have a large vocabulary in order to comprehend a text. He notes that 19 out of every 20 words, or 95% of the text, need to be comprehensible. By this estimate, the reader would need to know 10,000 independent word meanings to process a typical college-level text (Nation & Wang, 1999) . For a reader to know 98% of the words in a text, however, the reader would need to know 291 to 294 words out of every 300 (Grabe, 2009) . This would require a vocabulary of 20,000 words, which is the number of words that typical native English speakers can read when they complete high school (Nation & Wang, 1999) .  \nHow can ESL students learn so many words? Vocabulary instruction is one way; however, the number of words a student can learn ina semester or academic school year is minimal (Nation 1999; Grabe 2009) . Students can learn more words if they do so incidentally. For Day and Bamford (1998), Eskey (2005), Grabe (2009), Krashen (2004, 2009), Nation (1990, 2001), and Waring (1997), incidental vocabulary learning occurs through exten","cbCait4YiKJsRV5M","https://ap.wps.com/l/cbCait4YiKJsRV5M","pdf",280293,"English","# Introduction\n## Background on Hispanic ESL learners and reading barriers\n# Vocabulary and extensive reading\n## Vocabulary knowledge and comprehensibility thresholds\n## Incidental vocabulary learning through extensive reading\n# Graded readers as a tool for extensive reading\n## Levels, word totals, and increasing complexity\n# Study design and research questions\n## Vocabulary growth, reading comprehension, and participant reactions","[{\"question\":\"What does the study evaluate about graded readers and scaffolded silent reading (ScSR)?\",\"answer\":\"It evaluates the extent to which graded readers used with ScSR improve vocabulary, reading comprehension, and learners’ attitudes toward reading.\"},{\"question\":\"How was the study conducted with the ESL classes?\",\"answer\":\"A mixed-methods approach used two upper-intermediate adult ESL classes; both groups took vocabulary and English assessment tests, while the treatment group read graded readers, met with the instructor, kept journals, and participated in interviews.\"},{\"question\":\"What were the main findings regarding learning outcomes?\",\"answer\":\"Findings were promising, showing vocabulary and reading comprehension growth for both treatment and control groups, while the treatment group expressed a positive attitude toward reading graded readers through ScSR.\"}]","Adult Hispanic ESL Students and Graded Readers | PDF",1792086204,48]