A Case Study on the Effectiveness of the Cloze Strategy on an English as a Second Language Learner's Reading Acquisition

Abstract

The purpose of this study was to determine the effectiveness of the cloze strategy to improve decoding, fluency, and comprehension skills of an English as a Second Language (ESL) student struggling with reading acquisition. In this study, quantitative and qualitative data were collected and analyzed on one participant. Quantitative data were collected from Running Record accuracy rates and comprehension scores derived from books in an Early Success Intervention Program. Results were presented on single subject experimental graphs. Throughout the treatment period, the student increased Running Record accuracy rates and comprehension tests scores. Qualitative data were collected through teacher observations, anecdotal records, and student interviews. A checklist was included to ensure that observations were consistent. Results were organized and presented by themes that arose regarding the student's reading behaviors. The participant gained the ability to use the Gloze procedure to get meaning clues from the context of the passage, and to verbalize her strategy usage for decoding unknown words. The participant's attitude about reading and working with the Gloze procedure changed during the duration of the testing period as indicated by anecdotal records and observations throughout the study.