Identifying Strategies for English Language Learner Literacy Development at the Secondary Level Using Whole-class Readings


  • Alicia Terpstra White Pigeon High School, Michigan
  • Susan Adams Butler University



English language learners, literacy strategies, secondary English classroom


This study seeks to identify literacy strategies that support English language learner literacy development in secondary English courses. The study occurs over a six-week unit where whole-class reading of the novella Animal Farm takes place. The study features qualitative methods of data collection and analysis situated in an advocacy, change-oriented perspective. Data include teaching journal entries, lesson plans, field notes, student conference interviews (conferring notes), and student records and artifacts. Constant comparison and grounded theory methods of analysis are used, along with open coding and pattern matching. Findings reveal four emergent patterns that have a significant positive correlation to comprehension, participation, and academic achievement: the frequency of teacher read-alouds, the use of visual aids with graphic organizers, the use of group activities as part of scaffolding exercises, and sustained repetition of strategies and material.

Author Biography

Alicia Terpstra, White Pigeon High School, Michigan

Alicia Terpstra, M.S., is a graduate of the Ball State University Teachers College where she completed a B.S. in secondary English education. She is a 2019 graduate of the Master’s in Effective Teaching and Leading (METL) in the Butler University College of Education. A former English teacher and department chair at Rensselaer Central High School High School, Indiana, Ms. Terpstra currently teaches 9th and 10th grade English at White Pigeon High School in White Pigeon, Michigan.