This study addressed the effect of using a K-W-L strategy on the number of comprehension questions answered correctly on a test administered immediately after a science passage was read aloud to ELL, middle school students. Test accuracy during baseline conditions and during K-W-L conditions was compared. The participants in this study were middle school students in an ELL classroom at a suburban school located in Westerville, OH. The students’ range in age was 11 to 15. All students lived in the United States for less than three years and came from a country in which a language other than English was spoken.
A reversal design demonstrated increased reading comprehension for all six students. Reading comprehension was measured by immediate recall on same day quiz accuracy. Each student was taught the K-W-L procedure before the initial intervention phase. Findings indicated that same day quiz accuracy improved during the initial K-W-L intervention and during the return to intervention phase.