A comparison of narrative and expository text comprehension in Hispanic ELL students
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This research study was designed to determine if Hispanic English Language Learners (ELLs) have higher levels of comprehension when reading expository text than narrative text. The study was conducted in a Midwestern school district with 20 first through sixth grade ELLs from Spanish-Speaking backgrounds. The students’ reading achievement on narrative and expository text was evaluated during the second semester using the Qualitative Reading Inventory-4 (Leslie & Caldwell, 2006). The data were collected and analyzed using a T-test to determine statistical significance on the comprehension levels of narrative and expository texts. The findings indicate that the students’ mean independent levels were only slightly higher whereas their instructional and frustration levels were significantly higher for expository texts than narrative.