A Case Study of a High School English‐Language Learner and His Reading

Abstract

Mario, an adolescent English‐language learner and struggling reader, participated in a university‐sponsored summer literacy program. After the program, a follow‐up literacy assessment was conducted, and Mario was interviewed about his perceptions of and practices with literacy. The findings of this case study demonstrate the possibility that one‐on‐one tutoring, performing specific activities such as think‐alouds when reading, engaging in sustained silent reading for extended periods each day, writing in dialogue journals, and conducting inquiry projects can all influence the motivation and the reading effectiveness of an adolescent English‐language learner who struggles to read. Although it is not possible to make conclusive assertions that any of these activities are effective for all students, it is clear by that they had a positive influence on Mario as a reader.

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