Date of Award/Publication


Document Type


Degree Name

MS in Literacy Education



First Supervisor

Gloria E. Jacobs


Abstract This action research project based in sociocultural theory and Critical Race theory focused on how teachers are using socially based strategies to support comprehension among English language learners (ELL). Research for this study took place at Harmony Elementary School (pseudonym) located within the Rochester City School District. During the completion of this study, the primary focus was based on observations within an ESOL (English for speakers of other languages ) teacher's classroom. This classroom environment included eight first grade ELL's at the beginning stage of English language proficiency. The findings suggest that English language learners comprehension is supported through teacher modifications of socially based strategies, modeling, and connections made explicitly to these students home and/or cultural experiences outside of school.

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