| Title: |
Usability of a Reading Intervention for Upper-Elementary English Learners: Building Reading Comprehension through Knowledge, Language, and Structured Inquiry (K.L.I.) |
| Language: |
English |
| Authors: |
Dennis S. Davis (ORCID 0000-0003-2114-2860); Jackie E. Relyea (ORCID 0000-0002-7560-7136); Courtney Samuelson; Becky Huang (ORCID 0000-0003-3235-5298); Corrie Dobis (ORCID 0000-0002-1482-6669) |
| Source: |
AERA Open. 2025 11(1). |
| Availability: |
SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: http://sagepub.com |
| Peer Reviewed: |
Y |
| Page Count: |
23 |
| Publication Date: |
2025 |
| Sponsoring Agency: |
Institute of Education Sciences (ED) |
| Contract Number: |
R305A200283 |
| Document Type: |
Journal Articles; Reports - Research |
| Education Level: |
Elementary Education |
| Descriptors: |
Usability; Multilingualism; English Learners; Teaching Methods; Literacy Education; Elementary School Students; Language Usage; Reading Materials; Discussion (Teaching Technique); Intervention; Teacher Collaboration; Teacher Attitudes; Longitudinal Studies; After School Programs; Instructional Design; Reading Comprehension; Reading Processes; Elementary School Teachers; Faculty Development; Spanish Speaking; Student Characteristics; Scaffolding (Teaching Technique) |
| ISSN: |
2332-8584 |
| Abstract: |
To accelerate literacy learning for upper-elementary multilingual children designated as English learners (ML-ELs), teachers need instructional tools that create sustained opportunities for reading and discussing informational texts, examining the language encountered in those texts, and building new content knowledge. To address this need, we developed a multicomponent small-group intervention to build ML-ELs' reading comprehension by emphasizing knowledge, language, and structured inquiry (K.L.I.). We describe our iterative design process and report findings related to usability, which we argue is an essential but often unreported step in examining the internal logic of new interventions. Using design-based research, we developed K.L.I. through repeated design-implement-observe-revise cycles in collaboration with 15 teachers over 2 years. We analyzed teacher interviews and ratings of lessons implemented during afterschool supplemental instruction. Findings suggest pressure points and enhancing factors affecting the usability of K.L.I. These findings can inform future efforts to design and implement similar multicomponent reading comprehension interventions. |
| Abstractor: |
As Provided |
| Notes: |
https://doi.org/10.3886/E217541V1 |
| IES Funded: |
Yes |
| Entry Date: |
2026 |
| Accession Number: |
EJ1494770 |
| Database: |
ERIC |