University of Southern California Dissertations and Theses

Effective reading comprehension instructional methods for refugee students

(USC Thesis Other)

Effective reading comprehension instructional methods for refugee students

PDF

Download a page range

Download transcript

Copy asset link

Request this asset

Transcript (if available)

Content

Effective Reading Comprehension Instructional Methods for Refugee Students

by

Christopher Todd

A Dissertation Presented to the
FACULTY OF THE ROSSIER SCHOOL OF EDUCATION
UNIVERSITY OF SOUTHERN CALIFORNIA
In Partial Fulfillment of the
Requirements for the Degree
DOCTOR OF EDUCATION

August 2023

Copyright 2023 Christopher Todd
ii
Acknowledgements
I want to thank my beautiful wife Melissa, my family (Mom, Dad, Brother, and Sister),
and all of my friends who supported me throughout my doctoral journey at USC. I would also
like to thank Dr. Freking, Dr. Carbone, and Dr. Gelzhiser for providing me with support and
mentorship throughout the dissertation process. I hope my research helps shed light on new and
existing educational strategies, accommodations, and methodologies to help aid refugee students
in improving their reading comprehension levels within public and private, K-12, educational
institutions. Providing an equitable opportunity for all students within the field of education is
the ultimate expression of social justice and a goal every educator should strive for.

iii

Table of Contents

Acknowledgements ........................................................................................................................ ii
List of Tables .................................................................................................................................. vi
Abstract ......................................................................................................................................... vii
Chapter One: Introduction ............................................................................................................... 1
Context of the Problem ........................................................................................................ 1
Importance of the Study ...................................................................................................... 3
Purpose and Research Questions ......................................................................................... 4
Chapter Two: Literature Review ..................................................................................................... 6
History ............................................................................................................................... 11
The Academic Performance of Refugee Students ............................................................. 15
Common Impediments for Refugee Students .................................................................... 18
Best Practice for Teaching Refugee Students ................................................................... 21
Chapter Three: Methodology ........................................................................................................ 26
Sample and Population ...................................................................................................... 26
Sample of Participants ....................................................................................................... 27
Instrumentation .................................................................................................................. 27
Data Collection .................................................................................................................. 28
Classroom Observations ............................................................................................... 29
iv
Teacher Survey ............................................................................................................. 29
Data Analysis ..................................................................................................................... 30
Delimitations and Limitations ........................................................................................... 31
Chapter Four: Results .................................................................................................................... 33
Context of the Participants ................................................................................................ 33
Surveys .............................................................................................................................. 34
Likert-Scale Questions .................................................................................................. 34
Response Questions ...................................................................................................... 38
Observations ...................................................................................................................... 43
Participant 1 Observation (7th Grade English Language Arts Class) ........................... 44
Participant 2 Observation (6
th
Grade English Language Arts Class) ............................ 46
Participant 3 Observation (8th Grade English Language Arts Class) ........................... 47
Participant 4 Observation (7th Grade English Language Arts Class) ........................... 49
Observations Summary ..................................................................................................... 50
Summary ............................................................................................................................ 51
Chapter Five: Discussion ............................................................................................................... 53
Culturally Relevant Pedagogical Methods ........................................................................ 53
Technology ........................................................................................................................ 54
Group Learning Methods .................................................................................................. 55
Hands-on Learning ............................................................................................................ 56
v
Summary ............................................................................................................................ 57
Recommendations for Future Research ............................................................................. 58
Conclusion ......................................................................................................................... 59
References ..................................................................................................................................... 60

vi
List of Tables
Table 1 Participant Demographics .............................................................................................. 33
Table 2 Likert Scale Questions Used in the Study ...................................................................... 34
Table 3 Observations/Likert Scale Answers ............................................................................... 50
Table 4 Observations/Written Responses .................................................................................... 51

vii
Abstract
As conflict and strife continue to swell throughout the globe, the United States has seen an
overall increase in the number of refugees accepted into the country. As refugee numbers
continue to eb and flow, it has become imperative that the American educational system adopts
appropriate practices to help stifle the current trend of refugee students performing at a
significantly lower academic level than their domestically born educational peers. Specifically,
one important area to focus on to assist in improving refugee student educational outcomes is
reading comprehension. As most refugee students are English Language Learners, reading
comprehension is a common obstacle that can impede refugee students from achieving academic
success. This study was conducted to identify which teaching strategies, methods of instruction,
accommodations, and experiences teachers identify as being the most beneficial towards
increasing refugee student reading comprehension levels.

1
Chapter One: Introduction
This study addresses the problem of teacher under-preparedness in instructing large
numbers of refugee students currently assimilating to the Southern California region and
enrolling in the public school system. Like many migrants and/or English Language Learning
(ELL) students, refugee students may not speak fluent English, which may inhibit equitable
access to the educational curriculum. However, unlike many other ELL populations, refugee
students often lack years of formal schooling, resulting in a unique set of circumstances that
require public schools to implement alternative methods to equitably service this student
demographic (Amthor & Roxas, 2016).
Context of the Problem
Since the initial wave of settlers, US immigration policies have ebbed and flowed,
varying in the number of refugees permitted to immigrate into the country. For example, since
1975, the US has accepted over two million refugees (McBrien, 2005). These individuals, from
various cultures, ethnicities, races, and religions exemplify the strength and diversity of the
country (Amthor & Roxas, 2016). However, with increased diversity comes a unique set of
opportunities, and this is especially apparent in the educational system. Most recently, refugees
entering the US have emanated from Iraq, Africa, and Afghanistan and are unlikely to have
developed advanced vocational skills or have attained a high level of formal education.
Additionally, an extremely high percentage of these newly integrated refugees are children,
posing a new and unique challenge to schools and districts across the US (McBrien, 2005).
As the number of refugees in the US continues to swell, so do the challenges facing
public education (Amthor & Roxas, 2016; Roxas, 2011). Language and cultural barriers pose
numerous challenges for refugee students in American schools (Amthor & Roxas, 2016; Block,

2
2014; Nykiel-Herbert, 2010; McBrien, 2005; Keddie, 2011; Roxas, 2011; Sidhu & Taylor,
2012). Language comprehension, failure to identify learning disabilities, incorrect academic
placement, different cultural traditions, and negative stereotypes of refugees all affect the
successful transition of refugee students into their new country and schools (Kugler & Price,
2009; McBrien, 2005; Nykiel-Herbert, 2010; Oikonomidoy, 2010; Sidhu & Taylor, 2012).
Furthermore, according to the United Nations High Commission for Refugees (UNHCR),
education is not only a fundamental human right, but also central to the reintegration,
rehabilitation, and future success for refugee students (McBrien, 2010). However, success is
often inhibited due institutional inequities, which can often result in prejudicial treatment.
Additionally, research has shown that refugees who have experienced discrimination often
demonstrate lower achievement both inside and out of the classroom (McBrien, 2005).
It must be noted, however, that challenges are not limited to refugee students and their
families. Teachers are mandated to implement standardized curricula and examinations at the
same time as being asked to create individualized lessons tailored towards their student body’s
unique social and cultural norms (Roxas, 2011). Commonly used educational strategies, which
often fail, identify and lump refugees into a generic group and create a broad educational
approach for teachers to implement within the classroom. However, research shows that
strategies that identify and target each specific refugee group prove more effective than broader
and less holistic approaches (Sidhu & Taylor, 2012). Additionally, to increase the learning and
comprehension of refugee students, culturally relevant pedagogical methods have shown promise
in tapping into students’ strengths and prior knowledge to make subject matter acquisition more
accessible (Gay, 2018; Ladson-Billings, 2014; Roxas, 2011). Further research and exploration of
these methods, such as how to differentiate instruction for various refugee groups, in different

3
academic settings, and their application to specific subject matter topics is needed to maximize
the transfer of information and knowledge to the students (Roxas, 2011).
Finally, further examination shows that providing refugee students access to American
culture, while sustaining the traditions and values present within their native cultural identity,
plays a large role in their academic success in the classroom setting. One of the key struggles for
refugee students in the United States is language acquisition, which is impeded by societal forms
of racism present within American culture, and the formation of internal crisis of identity,
resulting from refugees’ various experiences within a new society, and the differing cultural
demands of their family and teachers, peers, and school (McBrien, 2005). Therefore, teachers
must explore options to help bridge the gap between refugees’ newly acquired societal roles, and
family, cultural, and traditional expectations, in order to increase language acquisition and
academic success inside the classroom.
Importance of the Study

The importance of studying effective teacher strategies for improving reading
comprehension levels among this specific population is central to improving the lives, social-
emotional and economic outcomes of newly migrated refugee students within the US.
According to the UN Refugee Agency, a refugee is defined as, “someone who is unable or
unwilling to return to their country of origin owing to a well-founded fear of being persecuted for
reasons of race, religion, nationality, membership of a particular social group, or political
opinion” (UNHCR, 2022). Currently, refugee students across the globe are generally
underperforming in the school setting in comparison to their peers. For example, refugee
students are less likely to attend school, which can lead to them becoming educationally isolated
and/or left behind by the schooling system, and they are increasingly and dis(proportionately

4
affected by the recent school closures during the Covid-19 pandemic. Additionally,
approximately 48% of the current global refugee student-age population remains out of school,
are 30% less likely to complete their primary school education and are 50% less likely to
complete secondary school (unrefugees.org, 2023). This is a troublesome trend as educational
gaps between refugee students and their peers further exacerbate societal inequities that hinder
both positive educational and societal outcomes (Amthor & Roxas, 2016).
Unfortunately, the study of refugees and migrants has historically been passed over by
researchers and scholars in favor of prioritizing more traditional ELL students. For example,
refugee students are often grouped together with other new migrants and ELL students within
public education, which has the effect of skewing data, results and educational outcomes towards
a broader subset of individuals (Kanno, 2010). This is problematic for various reasons, including
failing to identify accommodations, modifications, and instructional practices that could
specifically benefit refugees within the classroom. Moreover, implementing this research further
aims to assist in providing an equitable educational experience, which aligns with the schools’
mission statements. To accomplish this goal, it is necessary to analyze what methods are deemed
effective instructional practices for refugee students, according to the teachers, that further
increase reading comprehension levels within the classroom.
Purpose and Research Questions
The purpose of the research study is to uncover what practices, including methodologies,
accommodations, and experiences, teachers hypothesize leads to increased refugee student
reading comprehension levels. To address these shortcomings, the research questions guiding
this study are:

5
I. What are teachers’ perceptions regarding current instructional practices and support systems
available at their institution for increasing refugee students’ reading comprehension levels?
II. What practices, if any, do teachers perceive might enhance refugee students’ reading
comprehension levels in the classroom setting?

6
Chapter Two: Literature Review
Various parties have attempted to define what constitutes a refugee. Additionally, the
definition of a refugee has also changed within certain organizations over prolonged periods of
time. First, according to the UNHCR, the UN Refugee Agency, a refugee is currently defined as,
a person who owing to well-founded fear of being persecuted for reasons of race,
religion, nationality, membership in a particular social group or political opinion, is
outside the country of his nationality and is unable or, owing to such fear, is unwilling to
avail himself of the protection of that country; or who, not having a nationality and being
outside the country of his former habitual residence, is unable or, owing to such fear, is
unwilling to return to it.
Additionally, this will be the definition used throughout this research study to define refugees.
Second, the United States Citizenship and Immigration Services Department (USCIS)
(2023) defines refugees as, “people who have been persecuted or fear they will be persecuted on
account of race, religion, nationality, and/or membership in a particular social group or political
opinion” (USCIS.GOV, 2023). Furthermore, the USCIS (2023) adds that a refugee cannot
include those who, “ordered, incited, assisted, or otherwise participated in the persecution of any
person on account of race, religion, nationality, membership in a particular social group, or
political opinion”.
Third, the US Department of Homeland Security (2023), defines a refugee as,
(A) any person who is outside any country of such person's nationality or, in the case of a
person having no nationality, is outside any country in which such person last habitually
resided, and who is unable or unwilling to return to, and is unable or unwilling to avail
himself or herself of the protection of, that country because of persecution or a well-

7
founded fear of persecution on account of race, religion, nationality, membership in a
particular social group, or political opinion, or (B) in such special circumstances as the
President after appropriate consultation (as defined in section 1157(e) of this title) may
specify, any person who is within the country of such person's nationality or, in the case
of a person having no nationality, within the country in which such person is habitually
residing, and who is persecuted or who has a well-founded fear of persecution on account
of race, religion, nationality, membership in a particular social group, or political opinion.
The term "refugee" does not include any person who ordered, incited, assisted, or
otherwise participated in the persecution of any person on account of race, religion,
nationality, membership in a particular social group, or political opinion. For purposes of
determinations under this chapter, a person who has been forced to abort a pregnancy or
to undergo involuntary sterilization, or who has been persecuted for failure or refusal to
undergo such a procedure or for other resistance to a coercive population control
program, shall be deemed to have been persecuted on account of political opinion, and a
person who has a well founded fear that he or she will be forced to undergo such a
procedure or subject to persecution for such failure, refusal, or resistance shall be deemed
to have a well founded fear of persecution on account of political opinion.
And finally, fourth, Merriam-Webster Dictionary (2023) defines a refugee as, “a person who
flees to a foreign country or power to escape danger or persecution”. While all four of these
definitions vary in their intrinsic meanings, they do share commonalities including a need for an
individual to flee a land due to various forms of persecution and/or fear for their health or safety.
Refugee students often face countless challenges once arriving in the US including
language, cultural, religious, structural, and economic difficulties. When included within the

8
broader context of ELLs, this group currently makes up the fastest growing student group within
the US (Kanno, 2010). Despite the often rosy and encouraging official statements embracing
refugee students within public educational institutions and school districts, a very different
reality often exists under the surface.
According to the United Nations High Commission for Refugees (UNHCR), the number
of refugee students enrolled in public schools in the US has continued to swell throughout the
early 21
st
century. This is the result of various factors including war, famine, poverty and
religion, among others. Throughout US history, various regions have contributed to the refugee
population including Latin-America, the Middle East, Africa, Asia, and Europe. In recent years,
a particularly large influx of refugees has come from the regions of Latin America and the
Middle East. The reason for migrating from these populations often varies significantly. For
example, “El Salvador, Guatemala and Honduras have experienced a dramatic escalation in
violence by organized criminal groups, locally called maras” (UNHCR, 2023), while in Middle
Eastern countries such as Iraq and Syria have experienced prolonged civil wars and ethnic
conflicts, resulting in instability and genocide. In Iraq, “More than 3 million Iraqis have been
displaced across the country since the start of 2014 and more than 340,000 are refugees in other
countries, including Turkey, Lebanon, Jordan and Germany” (UNHCR, 2023). Notably, the
continued Syrian crisis continues to displace more individuals than any other country in the
world, and this has left more than half of the Syrian population displaced. In Iraq, large swaths of
the population have fled the war-torn country, escaping ethnic conflict. Although some Iraqis
have relocated to the US, the vast majority have been granted asylum in other countries and
regions. This has been confirmed by the UNHCR (2023), who stated that “more than 3 million

9
Iraqis have been displaced across the country since the start of 2014 and more than 340,000 are
refugees in other countries, including Turkey, Lebanon, Jordan and Germany”.
When entering the United States, numerous challenges exist for both refugee students and
the local system of government. These challenges are especially evident within the education
system (UNHCR, 2023). For example, refugee students often face difficulties assimilating,
particularly within society and the public schooling system. Globally, refugee students are five
times more likely to be out of school than their non-refugee peers (UNHCR, 2023). While
refugees who assimilate to the US are far more likely to attend school, the challenges within
schooling for these students are significant.
The UNHCR (2000) emphasizes that public schooling is not only necessary for refugee
student success, but also a basic human right, and while students in the US are entitled to a free
K-12 education, this does not ensure an easy or equitable experience, particularly in the case of
newly resettled refugee students. First, education plays a central role in both social assimilation
and emotional healing (McBrien, 2005). However, refugee students must overcome countless
difficulties within schooling that naturally born citizens may not experience. These include
cultural prejudice by other students, faculty and staff, newly acquired language difficulties, and
generally negative perceptions of their appearance by their peers (McBrien, 2005). However, of
these common barriers to success, discrimination continues to be the largest impediment for
newly immigrated refugee students in the US (Portes & Rumbaut, 2001). Additionally, the
effects of such discrimination do not just disappear once a student has matured or changed
academic settings; on the contrary, these negative experiences often continue to haunt refugees

10
for many years into the future, manifesting through negative social-interaction, motivation, and
achievement (Portes & Rumbaut, 2001).
As of late, much of the research on refugee students has focused on those coming from or
initially residing in Muslim dominant countries. This newly found interest in Middle Eastern
refugee students has stemmed from the surge in refugees from this region relocating to the US
and other western countries (McBrien, 2005). Unfortunately, the path to academic and societal
success for these students is often dotted with additional challenges that refugees or immigrants
from western societies do not often experience. One common yet particularly traumatizing
experience for Middle Eastern refugee students in the US is verbal and/or physical bullying. In
relation to this, McBrien (2005, p. 352) stated that:
U.S.-born students often bully Muslim students for displaying outward signs of their
religion, such as wearing hijab and fasting during Ramadan. Carter reported that most
Muslims consider terrorist activity as criminal, and Muslim children reported that they
had to defend themselves against being called terrorists by U.S.-born children. The author
explained that Muslims highly value education and educators. He stated that many
Muslim parents wanted to be involved with their children’s education, but they were
often afraid of being misunderstood as a result of their culture and their language barriers.
This adds to the challenges within public schooling for refugee students is cultural assimilation
for both themselves and their immediate family. Three forms of cultural assimilation may occur
with newly minted refugee students and their families. “The first can be described as the
straight-line theory of upward mobility, in which newcomers assimilate into the White middle-
class majority. Examples are Irish immigrants arriving at the turn of the 20th century or post–

11
World War II Eastern European refugees. A second pattern is that of upward mobility and ethnic
solidarity, typically found in successful ethnic enclaves that have established themselves through
supportive governmental and social policies. Some Vietnamese and Cuban communities in the
US fall into this category. This pattern is comparable to what other researchers call additive
assimilation. The third, unsuccessful pattern of acculturation is a downward spiral resulting in
assimilation into poverty, often focused on an inner-city underclass. This pattern is associated
with cultural dissonance, in which children acquire the language and skills of their new culture
more quickly than their parents do, resulting in family conflicts” (McBrien, pp. 331-332). This
third category adds to an already overwhelming amount of pressure and stress both at home and
in school for young refugee students.
History
Throughout history, the strife of refugees can at time be despondent, yet also
inspirational. For a significant amount of time, refugees have endured the most grueling of
circumstances., For instance, Terpstra (2015, p. I) stated that,
War, brutal dictators, and inter-communal tensions regularly send tens of thousands
fleeing for their lives over the nearest border. Race, ethnicity, and religious identity often
provide the overt reasons for exile and expulsion. Some refugees settle in camps, hoping
to return, while others keep moving from country to country in search of a new life.
Families are torn apart, and those who choose not to flee risk being killed by armies,
guerillas, or neighbors.
Since the beginning of time refugees have fled their ancestral homelands for various reasons.
While refugees and migration patterns have occurred since the beginning of mankind, the term
refugee became more prevalent during the late medieval period, also coinciding with the

12
European Renaissance (Terpstra, 2015). Religion was often used as a justification for the
persecution of certain sections of the population during the Renaissance period, often resulting in
the expulsion of religious minorities. For example, during the 15th century, countless European
nations expelled hundreds of thousands of people for their choice of religion, resulting in the
acquisition of their homes, lands, and other forms of wealth. These individuals were often of
Jewish descent, who experienced similar patterns of expulsion throughout the nations of France,
Germany, and Spain. Other nations, such as Granada, gave large swaths of their Muslim
population a choice to embrace Christianity through Baptism or be exiled from the country.
These trends resulted in the resettlement of land throughout Europe by refugees (Terpstra, 2015,
p. I)
Various economic, social, and political events continued producing increasing numbers
of refugees throughout Europe. As governmental structures changed, so too did the policies that
often resulted in instability, and in turn, migration. For example, in the 1800’s, nation states
began offering more benefits to their populations, often as a form of response to democratic
demands. In relation to this, Ther (2019, p. 27) stated that:
In the nineteenth century, this early modern group autonomy proved barely sustainable as
the modern state began to make new demands on its citizens, from compulsory school
education through military service, all the way to an expectation of undivided loyalty. In
exchange, citizens could make new demands of their state, and possibly even vote
governments out of office. From these beginnings there arose the contentious question
debated to this day in modern democracies: in every demos, who should belong and who
should not?

13
As a result, different regions valued immigrants and refugees for different reasons. These debates
continued to rage throughout countless countries leading up to World War I.
In fact, Gatrell (2017, p. 1) points out that “the English writer and critic John Berger
regarded the twentieth century as ‘the century of departure, of migration, of exodus, of
disappearance: the century of people helplessly seeing others, who were close to them, disappear
over the horizon’”. World War I fundamentally shifted not only the balance of power in Europe,
but also the tide of immigration and refugee migration throughout Europe and much of the
world. Gatrell (2017) explains that there were multiples displacement sites across both Western
and Eastern Europe, often driven by political turmoil. Shockingly, much of the migration paths
and individual stories of refugees, shaped by the multi-pronged nature of World War I, are still
not fully understood and known today.
As time progressed to the 1930's, various crises were beginning to mount that would
further shift refugee migration patterns throughout the world. First, the stock market crash of
1929 and impending economic crisis sent shockwaves throughout the globe. In a matter of
months, the world’s economic system nearly collapsed, resulting in the loss of millions of jobs
and mass poverty on a global scale like the world had not seen in modern times (Knox &
Kushner, 1999).
Next, the rise of nationalism throughout Europe was brought on by the first world war
and economic depression. It was driven by powerful nations such as Germany, Italy, and Spain
and led to the targeting of certain populations, including the disabled, Jews, Gypsies, and even
large portions of the native European population deemed “less desirable” or “inferior” (Knox,
Kushner, 1999). In Nazi Germany, beginning in 1933, there were over 525,000 Jewish-Germans
residing throughout Germany. While in the initial few years of the Third Reich only a small

14
number of Jewish-Germans elected to leave the country, as time passed it became increasingly
dire that they must leave or face horrific levels of oppression, or worse, extermination (Brinson
& Kaczynski, 2015). By 1938, over 25% of the remaining Jewish-German population had been
sent to concentration camps or been “exterminated” (Brinson & Kaczynski, 2015).
Unfortunately, many of the most popular locations for Jewish-German refugees bordered
Germany, such as Czechoslovakia and France, who were overrun by the Nazis during WWII.
This travesty was compounded by the fact that the US had imposed a nationality quota system
for immigration. As imagined, Jewish residents from the Nazi-controlled or surrounding areas
quickly populated the designated quotas to the US, leaving countless desperate individuals
unable to immigrate for months, years, or indefinitely. Such programs were also popular in other
Western and European countries, which further compounded the deaths of millions of Jews at the
hands of the Nazis (Brinson & Kaczynski, 2015).
After the fall of the Third Reich and subsequent end of World War II, the world was
placed into a state of upheaval. The war had resulted in tens of millions of deaths, a new bi-polar
world order and was dominated no longer by European colonial powers France and England, but
by the US and the USSR. Further, mass poverty and destruction abounded. With these challenges
came mass immigration and relocation. The state of Israel was established to provide an
ancestral homeland for the Jewish people, who had just experienced one of the worst genocides
in the history of humankind. During the Cold War, further battles and proxy-wars were fought,
including in Vietnam, pitting former countrymen against countrymen, and resulting in mass
migration and death. Refugees fleeing economic peril and militaristic violence have continued
throughout the decades in different geo-political forums. Most notable was the Bosnian War,
spanning the years 1992-1995. Its impending genocide of tens of thousands of people, led to

15
mass migration patterns and poverty in Eastern Europe, the likes which had not been seen in
decades (Merrill, 1995). Other nations that are currently experiencing refugee crises include
Syria, Afghanistan, South Sudan, Myanmar, and Somalia, amongst many others. Unfortunately,
as long as strife and conflict continue to swell around the globe, we must continue to find ways
to better help those who are displaced at the hands of war, economic crises, and/or political
instability. This includes finding ways in which to tackle the challenges of educating diverse
student populations who have experienced mass trauma and challenges.
The Academic Performance of Refugee Students
The US has welcomed more immigrants and refugees than any other country in the
world. However, academic and social-emotional performance of refugee students in American
public schools vary significantly from case to case. Refugee students often face countless
challenges when entering public schooling for the first time. These often include academic
and/or social-emotional areas of need as refugee students generally come to the US from
countries facing ongoing crises such as war, famine, poverty, political oppression, and/or conflict
(Aydin et al., 2017). Additionally, “The United Nations High Commissioner for Refugees
(UNHCR) estimated that more than half of any refugee population are children (UNHCR, 1994).
Children experience numerous traumatic situations when their lives are disrupted by the refugee
experience. Some suffer from family separation as they flee persecution alone or become
separated from their families during flight” (Boyden et al., 2002). These traumatic experiences
often lead to the inhibition of educational access and/or a lack of the social skills necessary to
succeed in educational institutions and society. While the UN emphasizes, via conventions and
research, that education is vital for the social-emotional and individual success of refugee
children, recent statistics on refugee student performance in the classroom show areas of inequity

16
within the American public education system. This is of particular concern as inequities within
the system can further lead to a cycle of inequality and deficits that can negatively impact the
refugee population for decades (McBrien, 2005).
Research demonstrates that school-aged refugees in the US lag significantly behind their
peers in academic comprehension and performance (Price & Kugler, 2009). The cause for this
discrepancy, however, is multifaceted. For example, US schools often lack properly qualified
English language teachers and programs specified towards new arrivals from foreign countries.
Further, mental health support, often necessary for refugee students who have been subjected to
mental or physical harm prior to arriving in the US, is often lacking or absent from school
budgets or programs, which can negatively impact academic performance and mental well-being
(Newcomer et al., 2021).
Next, cultural misunderstandings and the lack of cultural knowledge regarding students’
diverse backgrounds and traditions can inhibit the assimilation, academic progress, and social
interactions necessary to help students succeed in the classroom and beyond. Further, “cultural
misunderstandings can result in prejudice and discrimination, with the result that students,
already struggling with an unfamiliar language and confusing cultural changes, must also work
to overcome the impact of negative attitudes” (McBrien, 2005, p. 330). Research shows that
various forms of discriminatory practices are the single greatest inhibitor of academic and social
adaptation; for example, discrimination victims often experience additional negative effects on
their self-identity, social-interaction skills, and long-term goals, which may result in additional
deficits throughout life (Newcomer et al., 2021).

17
Socio-economic status also plays an integral role in refugee academic performance in the
classroom (Kaukko & Wilkinson, 2020). This includes both prior and current settings that
refugee students were both exposed to and lived within. For example,
… pre-migration and acculturation stresses contribute to the ability of refugees to cope
with and succeed in their new surroundings. Distress and economic struggles endured by
adults have repercussions for refugee children in terms of emotional difficulties and
school-related issues. When refugees must settle in high-poverty urban areas, the youth
often end up in a negative, subtractive assimilation pattern, rejecting their family and
cultural ties in hopes of being accepted by American peers. Refugee students who can
acquire the academic language of their new country and be accepted by their teachers and
new peers fare the best in school. (McBrien, 2017, p. 355).
Further, research demonstrates that when students live in lower socio-economic communities,
schools can play an integral role in helping mitigate the academic and social deficits that often
result from such inequities (Barrett & Burger, 2021).
According to McBrien (2003), school budgets, academic placements, academic support,
classroom environment, and the availability of appropriate English language programs all have a
substantial impact on students’ academic performance. Students who lack such English language
classes or are placed in inappropriate academic settings may not only fail to understand the
curriculum or material being taught in class, but also grow discouraged from such failure, which
may further impact their desire and drive in both current and future academic classes and
settings. Furthermore, student academic performance is often dependent on more within the
classroom than simply educational settings or academic placements. Support structures within
the classroom also heavily impact refugee student performance, and this includes ensuring the

18
experiences of refugee students are incorporated into classroom lessons and settings while also
ensuring these students participate in group work with a diverse group of student peers
(Newcomer et al., 2021). Finally, refugee student safety is also cited as having a substantial
impact on academic performance. Unfortunately, refugee students are often the targets of
discrimination within the classroom and greater school setting. McBrien (2003) further
emphasizes that if bullying and offensive behavior are not addressed immediately, it can impact
refugee students’ academic outcomes including participation in the curriculum, classroom
activities, and projects.
Common Impediments for Refugee Students
The US has a long and complicated history of immigrant and refugee students in its
public educational system, which can make analyzing historical educational data challenging
(McBrien, 2005). For example, a significant portion of prior research on refugee students is
combined with other immigrant groups’ data sets, which makes it difficult to analyze specific
refugee findings, information, data, and results (McBrien, 2005). Therefore, first, it is important
to understand how refugees share both similarities and differences from other migrant groups
such as immigrants.
Historically, immigrants and refugees share many of the same challenges within
American society, which include adapting to a new schooling system, learning a new language of
instruction, while balancing their family’s traditional culture, values, and traditions (McBrien,
2005). Although the similarities between immigrants and refugees are abundant, various
differences are also important to note. While immigrants generally leave their homes by choice,
looking for a better life abroad, refugees are forced out of their homes, usually by various forms
of violence and persecution, including war, genocide, or other atrocities. Further, the trauma

19
experienced throughout the refugee process often carries a heavy weight on the individual or
family affected (Barrett & Berger, 2021). For instance, refugees are often forced into refugee
camps or temporary shelters, where they are exposed to countless difficulties and traumatic
experiences. These conditions include a lack of adequate food, medicine, housing, and education.
In turn, this often leads to health epidemics within the camps including transmission of malaria,
tuberculosis, hepatitis, and other life-threatening viruses and diseases. To further complicate the
difficult circumstances within these camps, mental health issues often develop that not only
impact the individual while in the camp, but for many years to come. These mental health issues
include PTSD, which is often acquired after witnessing atrocities that frequently take place
during their time in their homeland, or from various other experiences within the refugee camp.
Examples include rape, murder, sexual assault, and domestic violence, amongst other violent acts
(Li & Qin, 2022; McBrien, 2005).
According to McBrien (2005), discriminatory practices, both within society and in the
educational setting, play a central role in limiting student academic progress and reading
comprehension levels. For example, according to McBrien (2005), discrimination in the
educational setting is the single greatest detriment to refugee student academic and social
adaptation, including the acquisition of reading comprehension skills. Additionally, a variety of
discriminatory practices can occur including institutionalized racism, physical and mental abuse,
intimidation, and other forms of oppression. Even more concerning is that the effects of
discriminatory practices within the educational context can be long lasting and detrimental to
refugee student success. Examples include discrimination victims experiencing negative self-
esteem and difficulty confidently communicating. These issues further highlight additional
concerns regarding academic success and classroom safety. This can include refugee students

20
being disproportionately targeted for bullying by other students, which may negatively impact
their confidence and ability to participate and engage in classroom curriculum including
activities, lessons or group projects, which further impedes language acquisition skills including
reading comprehension levels (McBrien, 2003).
Acculturation, pre-immigration residency, and practices have proven to be an inhibitor of
both academic success and the acquisition of reading comprehension skills. McBrien (2005, p.
355) explain that:
Pre-migration and acculturation stresses contribute to the ability of refugees to cope with
and succeed in their new surroundings. Distress and economic struggles endured by
adults have repercussions for refugee children in terms of emotional difficulties and
school-related issues. When refugees must settle in high-poverty urban areas, the youth
often end up in a negative, subtractive assimilation pattern (removing a group’s
traditional cultural, language, and education definitions), rejecting their family and
cultural ties in hopes of being accepted by American peers. Refugee students who can
acquire the academic language of their new country and be accepted by their teachers and
new peers fare the best in school.
Additionally, when students are subjected to subpar living experiences and low-income
communities, school plays a large role in shaping student academic success and language
acquisition skills (Newcomer et al., 2021). This further emphasizes the vital role that schools
play in shaping refugee students’ social, emotional, academic, and language acquisition skills.
Finally, availability of and appropriate placement in ELL programs, embedded within the
general education curriculum and/or available within a separate classroom setting, play an
integral role in shaping refugee student academic success. For example, refugee students who are

21
placed in inappropriate settings and/or not provided with appropriate ELL services experience a
detrimental impact on their English language acquisition skills. Further, students may feel a
sense of disappointment from such failures, which results in refraining from participate in
classroom curriculum. Therefore, withdrawing from the classroom curriculum can result in
negative language acquisition outcomes (McBrien, 2003).
After reviewing the list of hardships and trauma often experienced by refugees before
their relocation, it is not difficult to understand how these difficulties may affect children and
youth once they begin the assimilation process in their new homeland. Before migrating to the
US,
refugee children are at high risk for rape, abduction, and trafficking. Some children are
forced to become child soldiers. Many girls become child brides. Refugee children
become head of household when parents or other adult caretakers are killed or die
because of illness or malnutrition. (McBrien, 2005, p. 330).
However, the difficulties do not stop once children and their families assimilate to the US. On
the contrary, cultural prejudice is rampant within the US and other developed countries
throughout the world. The stress and harm refugee students often experience due to common
forms of cultural bias and discrimination is in addition to the well documented difficulties for
these students within the educational system and academics in general (Li & Qin, 2022).
Best Practice for Teaching Refugee Students
While research on ELLs has become commonplace in the study of education, the focus
on refugee students has recently garnered more of an interest within the field. Key differences
and unique traits separate refugee students from other ELLs, and prior research demonstrates that
differing methods of instructional strategies may be necessary for refugee students to improve

22
reading comprehension levels in the K-12 academic setting (McBrien, 2005; Newcomer et al.,
2021). According to Buteau and True (2009), in order to ensure refugee students have an
opportunity to succeed in the area of reading comprehension, teachers must implement various
instructional methods and/or strategies.
There is a general consensus that not enough is currently being done to meet refugee
students’ diverse needs within public education, yet there is much debate regarding which
methods, strategies and programs that should be implemented within classroom settings. For
example, refugee students often come from very different locations and backgrounds, even
within the same community. This makes implementing a certain set of programs,
accommodations, or instructional strategies difficult to pinpoint in a way that will benefit all
members of this diverse group of students. To formulate which strategies are effective, each
difference should be analyzed to better understand unique experiences and differing needs
experienced by refugee students (McBrien, 2005, p. 357
Instructional methods and/or strategies that aid in the increasing refugee student reading
comprehension levels often include specific accommodations and/or modifications that provide
for an equitable educational outcome (Buteau & True, 2009). Instructional accommodations can
take numerous forms when applied within the classroom setting such as using pictures to
capitalize on students’ prior knowledge and experiences (cultural competence), injecting
rhyming methods into classroom lessons, and using word partnerships to help expand vocabulary
and understanding to help refugee students with English language acquisition. Examples of
effective classroom accommodations that help refugee students develop reading comprehension
skills include additional time for students to complete assignments, checking for student

23
comprehension (teachers), repeating instructions (teachers), and verbal and/or physical cues
(Buteau & True, 2009; Will, 2022).
Modifying instruction is cited as imperative in order to capitalize on student strengths and
improve upon areas of need. Instructional modifications can take many forms, and therefore it is
central that teachers use the correct methods to fully help students develop their language
acquisition and reading skills (Richardson, 2012). For example, modifications can take the form
of using pictures to capitalize on memory and retention. Additionally, using rhyming methods,
word partnerships, and opposite terms or phrases often prove to be beneficial in ELLs’ ability to
acquire English language skills. Other modifications may include additional time for students to
read or complete academic assignments, teachers checking for student comprehension, repeating
instructions, physical and verbal cues, etc. (Buteau & True, 2009).
Capitalizing on students’ prior language, skills, and/or knowledge has been demonstrated
to improve student learning outcomes and acquisition of vital English language skills (Buteau &
True, 2009). For example, accessing cultural competence, which is the ability of a student to use
his or her unique cultural and social background, experiences, languages, customs, and histories,
in order to gain academic fluency in a second culture and/or language, is central towards helping
students increase academic fluency (Will, 2022). Moreover, building upon cultural competency,
citing ideas and examples from a student’s dominant culture, and differentiating instruction all
help students to develop comprehension and critical thinking skills while improving their core
vocabulary (Buteau & True, 2009). Additionally, focusing on students’ distinct interests and
cultural identities, alongside further differentiation of instruction, helps students acquire
necessary English language learning skills, vocabulary, and critical thinking skills necessary for
success in the general education classroom setting (Buteau & True, 2009).

24
Within the classroom setting, the use of support systems and collaborative learning
methods helps students raise reading comprehension levels and academic success (Buteau &
True, 2009; McBrien, 2003, 2005). An example can be seen in the incorporation of collaborative
learning systems that aid students via additional supportive methods, which leads to increased
interest and participation within the classroom lesson (Buteau & True, 2009). Additional
supportive methods can include creating group work projects where team members are able to
collaborate and support each other through engaging each of their unique individual, social,
cultural, and academic strengths, while providing additional English language and reading
support, resulting in a more equitable classroom learning experience (McBrien, 2003).
Peer support and collaborative learning are imperative when increasing English language
learning students’ reading comprehension and academic performance. By way of an example,
using a partner/buddy/grouping system for classroom assignments helps students capitalize on
each other’s strengths and prior knowledge. This can also translate into friendships and a more
congenial environment, which also stimulates classroom learning (Buteau & True, 2009).
Parental involvement plays an integral role in raising student reading comprehension
levels just as it does in determining overall student academic success. Additionally, according to
Jeynes, (2007), active parental involvement is central in facilitating academic success with
students of various ethnicities, races, and genders. While these findings included improvements
in standardized test scores, which also encompassed reading comprehension, improvement was
more pronounced in the area of academic grades (Jeynes, 2007).
Interestingly, parental involvement within the schooling system differs greatly amongst
different cultures and families, including refugee students. In order to increase parental
involvement and further positive academic results amongst students, schools should be an

25
inclusive environment for all families where faculty and staff better understand the different
cultures present within the school and local community. Students tend to garner more successful
academic results when parents are actively involved in the school community. This is
particularly true for families of ELLs and refugee students, where parental involvement is
paramount to yielding student success (Buteau & True, 2009).

26

Chapter Three: Methodology
With the number of refugee students continuing to swell in the educational system in the
US, it is increasingly vital that we continue to study what methods are shown to be effective in
increasing reading comprehension levels of this student population. Further, research shows that
students whose reading comprehension levels lag behind their peers’ struggle in their academic
classes, resulting in increased student failure rates and negative educational results (Newcomer et
al., 2021). Therefore, in order to ensure refugee student success in the classroom, it is of critical
importance to analyze teachers’ current views on available instructional practices and support
systems that aid in supporting refugee students’ reading comprehension levels, and what
practices they believe are effective in increasing refugee students’ reading comprehension levels.
To answer these questions, the research conducted analyzed teachers’ perceptions of what
resources are helpful and what instructional practices they perceive enhance refugee students’
reading comprehension levels. The participants in this research study were Middle School
English Language Arts teachers at the education site previously described. This research further
explored different supports and instructional strategies cited by the stakeholders and analyzed
their effectiveness in increasing ELLs’ reading comprehension levels through a qualitative
methods study (Maxwell, 1996).
Sample and Population
The sample location for this study was a diverse urban middle school located in the
greater South-Eastern San Diego, California region. At the time of the study, the student body
consisted of 631 students and the demographics of the school included approximately 51%
Hispanic students, 33% Caucasian students (the majority of which are of Middle-Eastern
descent), 9% African-American students, 3% of two or more races, 2% Asian, and 2%

27
Filipino/Pacific Islander. Students were reported as speaking English, Arabic, Caldean, Farsi,
Kurdish, Pashto, and Spanish (greatschools.org, 2021). These statistics are based upon the 2021-
2022 school year enrollment numbers.
South-Eastern San Diego County has a large concentration of Middle Eastern refugees
relocating to the area. This has resulted in a substantial increase in the number of refugee
students registered for enrollment at the middle school. While these new students add many
positive attributes to the campus culture and surrounding areas, numerous academic and
educational challenges have arisen for the school/district with the rapid increase in refugee
students attending the middle school. Amongst the most prevalent of these challenges includes
the failure of teachers to access and implement instructional methods and strategies that are
effective in raising refugee student reading comprehension scores.
Sample of Participants

At the time of this study, there were 30 certificated teachers at the middle school. Of
these teachers, seven were certificated in English Language Arts instruction (greatschools.org).
The sample participants were invited to participate in this study based upon their experience
teaching refugee students in English Language Arts. Six teachers were invited to participate who
met the following criteria of having three or more years of experience instructing refugee
students in reading comprehension. All six teachers were invited via a written letter placed into
their school mailbox. Of the six English Language Arts Teachers invited, four responded with a,
“yes” (willing to participate), while two failed to respond.
Instrumentation
Two different methods of data collection were necessary to answer the two research
questions, namely classroom observations and teacher surveys. When conducting classroom

28
observations, four English Language Arts classrooms with numerous refugee students present in
each room were observed for one 30-minute session each. The researcher was a silent observer,
who maintained a notes and checklist section that included documenting the teacher's
presentation of curriculum, instructional practices, use of culturally relevant pedagogical
methods, checking for understanding and comprehension, use of technology, language
acquisition methods, repetition, and specific reading programs. The use of classroom
observations was central to researching which methods were deemed effective within the
classroom setting for refugee students, as this enabled identification of which programs,
instructional strategies, etc. were able to elicit positive educational results.
Second, teacher surveys were implemented using surveymonkey.com, initiated via an
email sent to each of the participants’ inboxes. Prior to these emails, participants were given
informed consent to participate in the study. Questions further encouraged teachers to expand on
what methods they perceived as effective in increasing the reading comprehension levels of
refugee students within the classroom setting using a Likert scale ranging from strongly disagree
to strongly agree. Further, three response questions were also given to better understand
teacher’s experiences using specific instructional strategies, programs, accommodations, etc. and
their individual results on refugee students’ reading comprehension levels. By using both rating-
scale and response questions, the researcher is better able to analyze teachers’ input and
document methods in which teachers believe aids refugee students.
Data Collection
To obtain data and conduct research, approval was garnered through the University of
Southern California’s Institutional Review Board (IRB). Data analyzed and recorded from the
research participants was kept confidential and no personal data was disclosed. The middle

29
school administration approved and granted the researcher access for this case study and all
stakeholders were willing participants.
In order to answer the question above, two forms of qualitative data collection were used.
These included classroom observations and teacher surveys.
Classroom Observations
Classroom observations consisted of a silent observer of four different ELL classrooms.
Observation notes and checklist included teacher presentation of curriculum, instructional
practices, use of culturally relevant pedagogical methods, checking for understanding and
comprehension, use of technology, language acquisition methods, repetition, and reading
programs.
Teacher Survey
A survey was given to four English language teachers regarding effective instructional
practices for refugee students. The survey consisted of 10 rated questions using the Likert scale
(strongly agree, agree, neutral, disagree, strongly disagree) and two response questions. The two
response questions were designed to gather teachers’ input and perceptual data to better gauge
additional instructional strategies, observations, and information. The 10 Likert scale questions
comprised:
1) Are computer-based programs for ELLs effective in increasing refugee student reading
comprehension levels?
2) Are culturally relevant pedagogical methods implemented within the ELL curriculum
effective at raising refugee students’ reading comprehension levels?
3) Is additional homework assigned for refugee students beneficial in raising ELL reading
comprehension levels?

30
4) Does giving students the ability to choose reading material that is of particular interest to
them affect reading comprehension levels?
5) Do group learning methods increase refugee student reading comprehension levels?
6) Do you believe active parental educational involvement at home correlates to positive
reading comprehension increases for refugee students?
7) Do you believe prior trauma affects refugee students’ reading comprehension
performance?
8) Do you believe teaching refugee students requires different methodologies than teaching
other ELL populations?
9) Do you feel culturally connected to the refugee student population at the school?
10) Does a perceived language barrier between faculty and student parent guardians have a
negative effect on student reading comprehension levels?
Then, the response questions were:
1) What instructional methods do you believe are highly effective in increasing refugee
students’ reading comprehension levels? Why?
2) As an English Language Arts teacher, what, if any, types of support, training, or
resources do you believe help you increase refugee student reading comprehension
levels? Why?
Data Analysis

First, the results of the Likert Scale questions were coded instantly via surveymoney.com.
When analyzing the results, the goal was to determine if there were any similarities within the
teacher responses that demonstrate effective areas of instruction methods or improvement. Next,
for the response questions, the focus was on any individual responses that cited specific areas

31
that teachers deem effective in both supporting and improving refugee student reading
comprehension levels and that are currently available at their school and/or implemented within
their classrooms. The results of this data demonstrated the areas of effectiveness in instructional
and/or technological practice, while also highlighting areas of need within the classroom setting.
Delimitations and Limitations
Various delimitations and limitations were noted throughout the study. Delimitations
differ from limitations in that they help define the boundaries/scope of the research sample,
while limitations refer to a restriction placed upon the research sample
(thecontentauthority.com). Numerous examples of the use of delimitation were noted within the
study and are explained in detail below.
The first example of delimitation included the use of only one school within the larger
geographic region. Other schools in the region could have been included within a larger-scale
study. Additionally, other locations throughout the US with large refugee student populations
could have been included to compare participant findings. Next, the survey was also limited in
detail and scope as it offered only 10 Likert-Scale questions and four essay response questions.
Moreover, only four classroom observations were conducted (one in each participant's
classroom) and lasted for approximately 30 minutes each.
Additional examples of the use of delimitation within the study include all four study
participants being taught English Language Arts classes, and the study failed to evaluate the
effectiveness of implementing such strategies via other subject matter participants. While
informative, other potential stakeholders could have been included such as administrators,
counselors, translators, parents, and community advocates in order to garner a more holistic and
inclusive participant feedback picture. It is also important to note that this study did not focus on

32
the school site’s local socio-economic status, making it difficult to determine if the refugee
students’ reading comprehension levels, and the application and progress of the instructional
methods by the participants, are influenced by the local school community’s socio-economic
status. A focus on different performing schools and schools in different socio-economic areas
would help shed additional light on how these factors influence refugee students’ reading
comprehension levels, and how different instructional methods in schools with different local
socio-economic status may affect these results.
Various limitations were also present throughout the study. For example, the time frame
for completing this study was a limitation as it is dictated by the school’s academic calendar.
Additionally, the study was conducted over one semester, which makes tracking long-term
progress challenging. The additional use of limitations within the research study included
participant participation rates, length of the study, limited sample size, small participant range
from 6-8th grade, and participants only teaching one subject matter (English Language Arts).
Finally, the researcher was previously employed at this school. However, the investigator
was not affiliated with the English Language Arts department and was not employed in an
administrative or supervision role overseeing any participant in the research study, at any point
in his employment at the school site.

33
Chapter Four: Results
Currently, in the US public schooling system, the number of refugee students continues
to grow, highlighting various inequities embedded with the education system. These inequities
include language comprehension challenges, improper academic placement, negative societal
stereotypes, misidentified learning disabilities, amongst others (Amthor & Roxas, 2016; Block,
2014; Keddie, 2011; McBrien, 2005; Nykiel-Herbert, 2010; Roxas, 2011; Sidhu & Taylor,
2012). In order to help address these educational shortcomings, this study focuses on two
primary questions:
I. What are teachers’ perceptions regarding current instructional practices and support systems
available at their institution for increasing refugee students’ reading comprehension levels?
II. What practices, if any, do teachers perceive might enhance refugee students’ reading
comprehension levels in the classroom setting?
The research study includes a survey, consisting of 10 Likert Scale questions and two
short answer response questions, and four classroom observation sessions, with the details listed
in more detail within this chapter.
Context of the Participants
The stakeholders in this study consisted of four middle school English Language Arts
teachers. Demographic details for the survey are listed in Table 1.
Table 1

Participant Demographics
Participant Gender Age Race Years
Teaching
Speak Two
or more
Languages
I Female 30-39 Asian 0-9 Yes

34
II Female 50-59 Caucasian 10-19 No
III Female 50-59 Caucasian 20-29 No
IV Female 60-69 Caucasian 20-29 No

Of the four participants, all self-identified as females. Three of the four participants were
listed as Caucasian, and one was listed as Asian. One participant was listed as 30-39 years of
age, while two were listed as 50-59 years of age, and one participant was listed as 60-69 years of
age. One participant had 0-9 years of teaching experience, one participant had 10-19 years of
teaching experience, and two participants had 20-29 years of teaching experience. Three of the
participants spoke only one language, and one participant spoke two or more languages.
Surveys
An online survey was given to each of the four participants. The survey consisted of 10
Likert-Scale questions and two short essay-response questions. Surveymonkey.com was used as
the data collection mechanism.
Likert-Scale Questions
Embedded within the survey, 10 Likert-Scale questions (see Table 2) were posed to each
of the four participants within the study. Likert-Scale participant response choices consisted of,
“Strongly Agree”, “Agree”, “Neutral”, “Disagree”, and “Strongly Disagree”. Each participant
completed the survey, and the results are reported below.
Table 2

Likert Scale Questions Used in the Study
Questions Strongly
Agree

Agree Neutral Disagree Strongly
Disagree

35
1 Participant 3
Participant 4

Participant 1 Participant 2

2 Participant 1
Participant 2
Participant 4

Participant 3

3

Participant 1
Participant 4
Participant 3 Participant 2

4 Participant 1
Participant 2
Participant 4

Participant 3

5 Participant 3

Participant 2
Participant 4
Participant 1

6 Participant 1
Participant 2
Participant 3
Participant 4

7 Participant 1
Participant 2
Participant 3
Participant 4

8 Participant 1
Participant 4
Participant 2
Participant 3

9 Participant 1
Participant 2
Participant 4
Participant 3

10 Participant 1
Participant 4
Participant 2 Participant 3

36
Question 1 asked the participants to identify whether they agreed that computer-based
programs for ELLs are effective in increasing refugee student reading comprehension levels.
The results of the survey question showed that two out of the four participants “strongly agree”
that computer-based programs increased refugee student reading comprehension levels, while
one participant listed they “agree”, and one participant was “neutral”. Therefore, this question
resulted in a somewhat similar range of answers from the four participants, although none of the
respondents chose “disagree” or “strongly disagree”, suggesting some uniformity in the answers,
but not a general consensus.
Question 2 asked the participants if they agreed that culturally relevant pedagogical
methods implemented within the English Language Arts curriculum are effective at raising
refugee students’ reading comprehension levels. Three of the four participants answered that
they “strongly agree”, while one stated that they “agreed”. Therefore, answers to this question
generally fall within the narrow range of “strongly agree” or “agree”.
Question 3 asked participants if they agreed that additional homework assigned to
refugee students is beneficial in raising refugee student reading comprehension levels. This
question garnered a more mixed set of results. For example, two participants “agreed” with this
statement, one answered “neutral”, and one participant selected “disagree”. This demonstrates a
lack of agreement within the participant sample regarding the benefit of homework for raising
reading comprehension levels for refugee students.
Question 4 asked the participants if they agree that giving refugee students the ability to
choose reading material that interests them is important for raising their reading comprehension
levels. Three of the four participants “strongly agreed” while one participant “agreed”. This

37
demonstrates that all four participants felt that providing refugee students the ability to choose
their reading material is beneficial towards increasing their reading comprehension levels.
Question 5 asked participants if they agree that group learning based instructional
strategies increase refugee student reading comprehension levels. Answers to this question also
demonstrated some variance in responses. One participant checked “strongly agree”, two
participants checked “agree”, and one participant checked “neutral”. While no participant
disagreed with the statement, answers demonstrated that the four teachers were not in complete
agreement regarding the benefit of group learning based instructional strategies in raising refugee
students’ reading comprehension levels.
Question 6 asked participants if they agreed that active parent educational involvement at
home correlates to positive reading comprehension levels for refugee students. All four
participants stated that they “strongly agree”. This emphasizes that the participants agree upon
the important role that active parent educational involvement at home plays in the furthering of
positive reading comprehension level increases for refugee students.
Question 7 asked participants if they agree that prior trauma negatively affects refugee
students’ reading comprehension performance? All four participants listed that they “strongly
agree” with this statement. This further emphasizes, according to the participants, the perceived
role that prior trauma can play in inhibiting progress on refugee students’ reading comprehension
levels.
Question 8 asked the participants if they agree that teaching refugee students requires
different methodologies than teaching other ELL populations. The participants were split in
regards to this question with two answering that they “agree” and two stating that they

38
“disagree”. This implies that the participants were split about the necessity of using different
methodologies in teaching refugee students from other ELLs, to garner positive results.
Question 9 asked participants if they agree that possessing knowledge of refugee
students’ cultures and traditions positively affects a teacher’s ability to increase refugee student
reading comprehension levels. Three participants stated that they “strongly agree” with this
statement, while one listed that they “agree”. This provides possible confirmation that according
to the participants, possessing cultural knowledge regarding refugee student cultures and
traditions positively affects teachers’ abilities to increase refugee student reading comprehension
levels. This is important as it highlights that knowledge about students’ personal lives is a factor
in increasing refugee student reading comprehension levels.
Question 10 asked the participants if they agree that a perceived language barrier between
faculty and a refugee student’s parental guardian(s) has a negative effect on refugee student
reading comprehension levels. Two participants listed that they “strongly agree” while one
participant stated that they “agree”, and one participant stated they were “neutral”. This showed
some disagreement amongst the participants regarding the impact that language barriers between
teachers and refugee students’ parental guardians play in refugee students’ reading
comprehension levels. While half of the participants “strongly agreed”, or “agreed”, no
participants “disagreed” or “strongly disagreed” with the statement suggesting that the majority
of participants believe that a perceived language barrier between faculty and refugee students’
parental guardians has a negative effect on refugee student reading comprehension levels.
Response Questions
For the second portion of the survey, participants were asked to respond to two written
response questions. The questions consisted of:

39
1) What, if any, instructional methods and/or strategies do you believe are effective in
increasing refugee students’ reading comprehension levels? Why?
2) What, if any types of support, training, and/or resources do you believe are effective in
increasing refugee students’ reading comprehension levels? Why?
The participant responses are listed and reviewed below.
Participant 1 Written Response. When responding to Question 1, Participant 1
emphasized the importance that reading strategies used with primary grade students play in
raising refugee student reading comprehension levels. She further stated that this includes
nursery rhymes, tongue twisters, and the use of “easy readers” with age-appropriate content.
Participant 1 responded to Question 2, stating that the use of GLAD strategies of teaching
second language learners is a great instructional method and/or strategy to implement within the
classroom setting to raise refugee student reading comprehension levels. Project GLAD is a
government non-profit and works with, “districts, schools, educational agencies and teachers to
foster a risk-free, cross-culturally sensitive environment, where Language Learners can acquire
academic language, literacy, and 21st century skills” (ntcprojectglad.com, 2023). Regarding its
effect on refugee students, Participant 1 stated that GLAD training increases refugee students’
reading comprehension levels and emphasized that additional supports such as an increase in
individual time spent with the teacher, small class size, and words listed on the wall, all benefit
refugee students reading comprehension levels.
Participant II Written Response. When responding to Question 1, Participant 2 stated
that Specifically Designed Academic Instruction in English (SDAIE) strategies are particularly
effective in increasing refugee students’ reading comprehension levels. Additionally, Participant
2 emphasized that the use of visuals, graphic organizers, activating prior knowledge, and hands

40
on learning experiences are also important instructional methods and/or strategies central to
increasing reading comprehension levels.
When responding to Question 2, which asks which supports, training, and/or resources
are beneficial in raising refugee student reading comprehension levels, Participant 2 stated that
the use of graphic readers (using pictures to help aid in understanding) was particularly
beneficial. Furthermore, the use of reading comprehension strategies, including note taking,
summarizing, and highlighting main ideas, are all vital tools in supporting enhance reading
comprehension among refugee students.
Participant 3 Written Response. When answering Question 1, Participant 3 stated that
reading to students weekly is an effective strategy to support enhanced comprehension.
Additionally, Participant 3 emphasized that using classroom discussions and showing pictures of
interest from their home countries are effective supplementary methods and strategies.
When responding to Question 2, Participant 3 said that an adapted and leveled reading
library is an effective resource in order for students to explore different reading material before
actual basic English Language Arts skill-based instruction is commenced. Other effective
support listed by Participant 3 includes finding each student’s unique learning style in order to
tailor lessons to these strengths, and also having other students read out loud to refugee students.
Participant 4 Written Response. When responding to Question 1, Participant 4 stated
that strategies that help improve comprehension include direct instruction, group reading, choral
reading, small group targeted instruction, and individual instruction. Further, she stated student
participation in reading instruction through various approaches is central to improving
comprehension levels. Additionally, Participant 4 emphasized that individually the teacher can
target specific refugee student needs, while group instruction provides the opportunity for other

41
classroom students to model the academic material and provide inspiration and examples for the
refugee student(s).
In responding to Question 2, Participant 4 emphasized that she finds it important to have
a set curriculum available, from which she can provide accommodations and/or modifications in
order to meet the needs of her refugee students who are in the process of learning the English
language. This demonstrates the importance of using various instructional methods, strategies,
supports, training, and resources to help refugee students improve their reading comprehension.
Response Questions Summary. Numerous patterns were observed when analyzing the
four participants’ question responses. For example, Participants 1 and 4 emphasized the
importance of small class sizes/small group settings to increase refugee student reading
comprehension levels. Specifically, Participant 4 noted that, “It is important for students to
participate in reading instruction in many different ways. Individually, the teacher can target
exactly what the student needs; group instruction also helps as other students can model and
provide inspiration” (Survey, Participant 4). Similarly, Participant 4 stated that, “small class sizes
(are beneficial)” (Survey, Participant 1).
Next, the availability of visuals/pictures was noted by two participants as being beneficial
to helping increase refugee reading comprehension levels. For example, Participant 2 noted that
increasing the use of visuals would assist in leading to higher refugee student reading
comprehension levels (Survey, Participant 2). Participant 3 stated that, “Often we spend time
discussing interests or having them (refugee students) show pictures or videos of topics they
enjoy, or of their home country” (Survey, Participant 3).
The use of students' personal interests and/or prior knowledge was also cited by
numerous participants as aiding in improving comprehension. For example, Participant 2

42
emphasized that, “activating prior knowledge” (Survey, Participant 2) was important when
attempting to increase refugee student reading comprehension level. In addition, Participant 3
noted that having students express their interests and incorporating it into the lesson is beneficial
to increasing reading comprehension levels of refugee students (Survey, Participant 3).
The implementation of vocabulary words, both embedded within the curriculum and
written on the board, were singled out as of particular importance by two participants. Participant
3 stated that lessons geared towards increasing refugee student reading levels should include key
vocabulary and phonics (Survey, Participant 3), while Participant 1 noted that “lots and lots of
(vocab) words on walls” (Survey, Participant 1) has proven beneficial towards aiding refugee
students in increasing their reading comprehension levels.
Finally, various other strategies were cited by each participant in the essay response
portion of the participant survey as being beneficial to increasing refugee student reading
comprehension levels. These included the use of graphic organizers (Participant 2), the
availability of pre-planned curriculum, for differing levels of students (Participant 4), the use of
hands on learning techniques in the classroom setting (Participant 2), access to a reading library
to spark interest (Participant 3), the use of summarizing texts within the curriculum (Participant
2), the availability of age/reading level appropriate texts (Participant 1), additional note taking
(Participant 2), the use of “GLAD Strategies for 2nd Language Readers” (Participant 1), and the
use of SDAIE strategies within the curriculum and classroom (Participant 2).
The written response question showed numerous areas of positive overlap in relation to
the Likert-Scale questions, while other answers from both portions of the survey did not align.
Some notable discrepancies within the two portions of the surveys include the emphasis on using
computer-based programs to aid in increasing refugee student reading comprehension levels, in

43
which the majority of participants noted in the Likert-Scale question was notably absent in the
participants essay response sheets (Survey, Likert-Scale and Response Questions). Additionally,
while half of the participants noted the importance of homework in the Likert-Scale questions,
not one mentioned it within their essay response answers (Survey, Likert-Scale and Response
Questions). Finally, choices in reading material was noted by all the participants in the Likert-
Scale questions as being important, whereas only one participant noted it within their essay
response answers (Survey, Likert-Scale and Response Questions).
Numerous areas that showed a positive overlap include the importance of culturally
relevant methods of instruction, which was cited by all participants in the Likert-Scale answers,
and a majority of participants in the essay response answers (Survey, Likert-Scale and Response
Questions). Group learning methods were also noted by a majority of participants in the Likert-
Scale questions as important and was also cited by numerous participants in the essay response
answers (Survey, Likert-Scale and Response Questions). Moreover, half of the participants in the
Likert-Scale answers cited different instructional methods as important, and numerous essay
response answers also noted this as an important implementation towards raising refugee student
reading levels (Survey, Likert-Scale and Response Questions). Finally, every participant stated in
the Likert-Scale portion of the survey that understanding/using student culture to increase
refugee student reading comprehension levels was important, which was also mentioned by
numerous participants in their essay response answers (Survey, Likert-Scale and Response
Questions).
Observations
For the observation section of the study, four different classrooms were each observed for
one 55-minute class period. Each classroom met a specific set of criteria including having two or

44
more refugee students, an English Language Arts curriculum, grade levels 6-8, and having one of
four different certificated English Language Arts participants as the teachers of record in each
classroom. During each of the observations I was a silent observer and did not participate in the
lesson or activities in any way. While observing the participant’s lesson and classroom setting, I
checked to see if a number of specific items and attributes were present and/or being
implemented through a number of questions, which included:
1) Was vocabulary visible on the board/in the participant’s classroom?
2) What accommodations/modifications, if any, were implemented within the participant’s
lesson for refugee students (e.g., scaffolding, differentiated instruction, additional time to
complete work, prompting, repeating instructions, etc)?
3) Were pictures, videos, and/or technology implemented within the participant’s lesson?
4) Were group learning methods implemented during the lesson?
5) Were any additional instructional methods observed during the participant’s lesson?
6) Were refugee students given the opportunity to ask questions during the participant’s
lesson?
7) Were the refugee students actively engaged in the participant’s lesson?
8) Are there any additional observations regarding the participant that may be relevant to the
study?
Participant 1 Observation (7th Grade English Language Arts Class)
There are several key observations to be noted as follows:
1) A weekly vocabulary list was present on the front of the board. It was dated and had five
vocabulary words from the day’s upcoming lesson.

45
2) Scaffolding was implemented within the day’s lesson. For example, additional supports
were provided to students who were struggling with comprehension of the day’s reading
assignment. This included providing a vocabulary definitions handout for difficult words
and phrases that were embedded within the assigned reading. These handouts also
included visuals that helped guide the students towards the meanings of the words and/or
phrases at hand. The reading assignment was not differentiated and an alternative reading
assignment for students with reading difficulties, such as the refugee students, was not
provided. However, the writing assignments provided additional alternative methods to
help students who may have difficulty meeting the requirement through writing alone.
For example, drawings and pictures from the Internet were permitted to supplement those
with limited writing ability to help students demonstrate comprehension. The teacher also
used additional accommodations during the lesson, including checking for understanding
and repeating instructions.
3) A short video was used during the lesson, which provided additional examples to those in
the reading. Students were also able to use pictures from the internet to supplement their
writing responses.
4) Students were able to ask questions to their peers regarding the assignment in order to
help with comprehension and clarification. However, each student was required to
complete their own assignment and submit it on time. Therefore, limited group learning
methods were implemented within the day’s lesson.
5) No other instructional methods were visible during the lesson.

46
6) Refugee students were repeatedly giving time to ask clarifying questions to the teacher.
The teacher asked numerous times throughout different portions of the lesson if students
had any questions on either the instructions or the academic material.
7) The participation levels of refugee students in the lesson were mixed. While they did not
ask clarifying questions or raise their hand, they were involved in discussing the
assignment with their peers. Additionally, they were completing the work, getting
assistance primarily from their peers sitting around them.
8) The lesson was successful in that the refugee students were actively completing the work
and asking questions regarding the assignment to their peers. However, they did not ask
for assistance from the teacher and seemed to benefit primarily from the knowledge and
understanding of their friends/peers in the classroom who were sitting around them. Also
observed was the use of trilingual signs in the classroom, which included English,
Spanish, and Arabic. No additional homework was assigned.
Participant 2 Observation (6
th
Grade English Language Arts Class)
1) Vocabulary was not present on the classroom board. However, different terms and
phrases were visible throughout the classroom. Vocabulary words, however, were written
for the week in the students’ online Google Classroom site.
2) Numerous accommodations were observed during the lesson. These included the teacher
giving students additional time to complete portions of the assignment (when necessary),
checking for student understanding, and repeating instructions.
3) The lesson centered on a medium length (10-15 minute) video clip of a current event,
followed by a written response, and group share. Technology was used in the form of the
video clip and written responses completed on google docs and shared with the teacher.

47
4) Group learning methods were implemented into parts of the lesson. This included the use
of pare and share, where students (after watching the video and writing their opinions on
the current event) were able to share with their partners, in a group, their unique
perspectives on the current event. Additionally, the group created a T chart diagramming
their stance on the issue at hand (Pro-Con).
5) No other instructional methods were observed during the lesson.
6) The teacher presented numerous opportunities for both the refugee students and other
students to ask clarifying questions. However, neither of the refugee students in the
classroom asked questions and seemed to grasp what was expected of them during the
assignment.
7) The refugee students were active participants in the assignment. They completed each
portion of the lesson and were both heavily involved in the sharing of their opinions with
their group regarding the current event.
8) Overall, the refugee students seemed actively involved and engaged with the lesson. They
were eager to share their opinion on the current event with their group and completed the
assignment in its entirety. No additional homework was assigned.
Participant 3 Observation (8th Grade English Language Arts Class)
The observations of Participant 3 included the following:
1) Three vocabulary words were present on the board, which the teacher changes each day.
Each vocabulary word was directly related to the day’s lesson.
2) Numerous accommodations were observed throughout the class period including the
repeating of instructions, preferential seating, and prompting.

48
3) Technology was implemented throughout the lesson. For example, students used their
Chromebook laptops to complete numerous readings, of their choosing, from an online
library, and complete google doc responses, with the links embedded within their Google
Classroom webpage.
4) Group learning methods were not implemented during most of the lesson. However,
students did volunteer to verbally share with the classroom their viewpoints regarding
specific topics at hand.
5) Blended learning methods were also observed, providing students the opportunities to
work on specific portions of the assignment at differing times.
6) Refugee students within the classroom were given the same opportunity to ask questions
that all other students were in the classroom. No additional effort was made to assist the
refugee students in asking questions or for clarification regarding the assignment. This
was an example of an equal, instead of equitable, practice.
7) Both refugee students were actively engaged in the lesson. They did not ask questions
and were able to complete the lesson, including the reading and responses, in their
entirety, and in a timely manner.
8) Both refugee students were observed completing the assignments. However, a lack of
teacher checking for understanding or checking on the refugee students’ progress during
the lesson left the refugee students relatively on their own. The refugee students were not
observed asking any questions, asking for help, or asking for clarification throughout the
lesson. Signs instructing students in three languages (English, Spanish, and Arabic) were
present within the classroom. Additionally, literature posters were hung on the wall
throughout the classroom in English, Spanish, and Arabic. No additional homework was

49
assigned (teacher did note that if students did not finish their reading or work, they could
continue to work on it at home).
Participant 4 Observation (7th Grade English Language Arts Class)
Participant 4’s observations comprised:
1) A long list of vocabulary words from the day’s lesson was listed on the whiteboard on the
side of the classroom.
2) Observations observed during the lesson included preferential seating, repeating
instructions, and checking for understanding (both by teacher and bilingual instructional
aide).
3) No videos were implemented within the lesson. However, Google Classroom was used to
post the assignment and for students to turn in their work.
4) Group learning was minimal throughout the lesson, with the only instance being
implemented when the teacher asked for the students to share an experience with their
neighbor. All other work was completed individually, without input from peers.
5) No other instructional methods were observed during this lesson.
6) Two refugee students were present within the classroom and were provided numerous
opportunities to ask questions. Additionally, the teacher asked both of these students, at
different times, if they had any additional questions regarding the instructions or
assignment. The teacher also asked other students the same questions, also at differing
times, so as not to single out the refugee students or make them feel uncomfortable.
7) One refugee student was engaged with the lesson by maintaining focus and completing
the entire assignment by the end of the class period. The other refugee student was
observed going on YouTube and using Google search to view images and webpages.

50
Additionally, this student did not complete the assignment by the end of the class and
seemed to lack concern regarding the incomplete work. The bilingual instructional aide
present within the classroom attempted to redirect this student numerous times in both
Arabic and English.
8) Additional observations regarding the refugee students include concerns regarding
understanding of the instructions. While one refugee student seemingly comprehended
the assignment and completed it, the other seemed somewhat confused and failed to ask
clarifying questions, even when given the opportunity. This possibly had a detrimental
effect on the student ability to complete her assignment. It was also noted that a bilingual
instructional aide (who was bilingual) was present in the classroom. No additional
homework was assigned.
Observations Summary
The observations provided various insights into the methods being implemented within
the classroom to assist with increasing refugee student reading comprehension levels. However,
while the survey (Likert-Scale and Essay Response) questions indicated areas that participants
agreed were effective in raising reading comprehension levels for refugee students, a surprisingly
low number of these agreed upon/cited methods were implemented within their classrooms
during the four observations. For examples, please see Table 3 and Table 4 below.
Table 3

Observations/Likert Scale Answers
Method Use Observed
In Classroom
Observation
Beneficial:
Strongly Agree

Beneficial: Agree Beneficial:
Neutral
Beneficial:
Disagree
Beneficial:
Strongly
Disagree
Use of
Cultural
Knowledge
Participant IV Participant I
Participant II
Participant IV

Participant III

51
Homework

Participant I
Participant IV
Participant III Participant II

Group
Learning
Participant I
Participant II
Participant IV
Participant III Participant II
Participant IV

Participant I

Different
Methods for
Refugee
Students
Participant I
Participant IV
Participant II
Participant III

Computer
Based Programs
(Technology)
Participant I
Participant II
Participant III
Participant IV
Participant III
Participant IV

Participant I Participant II

Table 4

Observations/Written Responses
Method Vocabulary
Words Visible/
Used
Hands on
Learning
Small Class
Sizes/Small
Group
Instruction
Computer
Based
Programs/
Technology/
Online Reading
Libraries
Prior
Knowledge
Use of
Visuals/
Pictures
Use of
Cultural
Knowledge
Use Observed
In Classroom
Observation
Participant I
Participant III
Participant IV
Participant I
Participant II
Participant I
Participant II
Participant III
Participant IV
Participant I

Cited in
Written
Responses
Participant I Participant II
Participant IV
Participant I
Participant IV

Participant I
Participant III
Participant II Participant II
Participant III

Participant III

Summary
This research study consisted of four classroom observations and four surveys, which
included 10 Likert-Scale questions and two short-response questions. When analyzing the results
of the observations and surveys, various conclusions were reached by a plurality or majority of
the participants. Additionally, observations and prior research shed light on the ways in which
these methods can be implemented within the English Language Arts and within English

52
language classrooms to enact meaningful change and positive refugee student reading
comprehension outcomes. However, for these methods to be successful, they must be
appropriately implemented within the classroom setting, where they were often notably absent
during each of the classroom observations.

53
Chapter Five: Discussion
This study examined participants’ experiences of instructing refugee students in English
language learning classroom settings. Additionally, I analyzed participant feelings regarding
current instructional practices for refugee students in general education classroom settings, and
what methods teachers deem to be effective instructional practices for increasing refugee student
reading comprehension levels and further enabling successful educational outcomes.
Various trends were observed throughout the study, including within the survey (Likert-
Scale Questions and Short Answer Responses), and the classroom observation sessions. After
analyzing these trends, various recommendations based upon the related literature have emerged
so that teachers may better implement, address and improve refugee student reading
comprehension performance in their classrooms. These recommendations are outlined in the
following sections.
Culturally Relevant Pedagogical Methods
While the use of culturally relevant pedagogical methods was stated by all four
participants as being of benefit to raising refugee students’ reading comprehension levels, these
methods were scarcely noted in the four classroom observations. Classroom observations 1 and 3
implemented trilingual language signage for basic classroom instructions such as emergency
procedures and bathroom guidelines. However, lessons and classroom academic material failed
to use or capitalize on cultural knowledge to yield greater academic results. Since each teacher
noted the benefits of implementing culturally relevant pedagogical methods in their lessons,
particularly to aid refugee students, the lack of use of this common strategy is noteworthy. In
order to address these inconsistencies regarding the use of culturally relevant pedagogical
methods of instruction, teachers must be provided with appropriate training, professional

54
development sessions, and consistent monitoring/guidance to ensure they not only understand the
importance of using culturally relevant methods, but also appropriate ways in which to
effectively implement them into their academic lessons and classroom setting.
The use of culture and prior knowledge within instruction was stated by the participants
as an effective tool in increasing refugee student reading comprehension levels. According to the
participants, the activation of prior knowledge may help refugee students better access the
curriculum by providing examples that are both relatable and able to increase the likelihood of
students participating in the lesson. Together, these resulting attributes may help increase refugee
students’ reading comprehension development. Further, prior research emphasizes that numerous
educational benefits arise from the use of culturally relevant pedagogical methods (Buteau &
True, 2009; Gay, 2018; McBrien, 2003, 2005; Roxas, 2011). Additionally, cultural competence,
where students are able to use their native language, culture, background, history, experiences,
and customs in order to improve their academic fluency in a second language and/or culture, is
central to increasing refugee students reading comprehension levels (Will, 2022). However,
while both the participants and prior research emphasize the importance of using cultural
knowledge to construct curriculum, I did not observe any significant examples of this being
implemented in any of the four observed classroom settings.
Technology
According to the participants and prior research, the use of technology, such as computer-
based reading programs play a significant role in developing students’ academic and reading
comprehension skills (Warschauer et al., 2004). The majority of participants stated that there is a
positive correlation between the effective use of technology, and in particular, the
implementation of computer based instructional programs, and an increase in refugee student

55
reading comprehension levels. Therefore, teachers looking to increase student engagement in
order to improve refugee student reading comprehension levels should implement various uses of
technology within their academic curriculum. Examples of technology that could be used to
assist refugee students include videos, computer programs, pictures, Google Classroom, etc.
Also falling under the umbrella of technology, access to online “reading libraries” were
also cited as beneficial towards raising refugee students’ reading comprehension levels by
numerous participants. Therefore, an emphasis should be placed on not only training teachers to
use reading libraries and other forms of technology, but also ensuring that these methods are also
being implemented effectively and consistently, in the instructional lesson plans, and in an
equitable manner that every student, including refugees, can access appropriately. It is also
important to note that the use of technology, such as online reading libraries, should be
implemented in a group-based learning environment. Implementing technology in a group
setting promotes the skills and tools necessary to help garner positive refugee student reading
outcomes.
Group Learning Methods
Group Learning Methods were stated as being of benefit to increasing refugee student
reading comprehension levels by three of the four participants. Additionally, research
demonstrates that collaborative learning can benefit refugee students reading comprehension
levels by providing academic support (McBrien, 2003). However, group learning methods failed
to be implemented in classroom observations 1 and 3. The use of group learning methods in
observations 2 and 4 was limited in scope and only included a group pair and share in
observation 1 and sharing an experience with a partner in observation 4.

56
Next, numerous participants stated the importance of small classroom size, group
instruction, and direct instruction on refugee student reading comprehension levels. Moreover,
Participant 1 and Participant 4 responses expressed support for the success of using small group
and/or direct instructional practices in order to yield positive reading comprehension results for
refugee students. Further, Participant 4’s response noted that group reading, small group targeted
instruction, and direct instructional methods can be implemented together as an effective means
to help refugee students further develop their reading comprehension levels.
In order to empower teachers to implement group learning methods within their lesson
plans and instructional material, participants should create a supportive environment for
collaborative learning, which necessitates students to form positive and mutually beneficial
relationships. This includes enabling students to freely, and safely, express their thoughts without
fear of retribution from their peers and capitalize on the sharing of ideas to increase academic
and reading comprehension levels. Additionally, creating lessons that center on small group
creation and collaboration helps students access the curriculum in various ways, and may yield
more equitable educational opportunities, within the classroom setting, for refugee students.
Hands-on Learning
The use of hands-on learning methods and graphic readers (pictures) were also identified
by participants as effective methods in the pursuit of increasing refugee student reading
comprehension levels. These approaches allow students to directly relate information they see
and comprehend with written words and phrases. Therefore, this may lead to an increase in
refugee student reading comprehension levels during the implementation of such methods. Prior
research also demonstrates that hands-on learning methods can benefit students academically by
helping increase comprehension levels (Buteau & True, 2009). Again, although identified as

57
beneficial by numerous participants, the use of these methods was absent in the classroom
observation sessions.
To help empower teachers to use hands-on learning methods and graphic readers,
participants should be provided with assistance in creating lessons that implement practice-based
learning. This can be accomplished through providing examples, professional development
sessions, and observations of master teachers who use and demonstrate these methods on a
regular basis. Further, teachers should explore resources outside their theoretical norms, to obtain
more practice-based lessons, grounded in modeling examples, and demonstrating comprehension
through various means (such as drawing, writing, verbally explaining, providing examples, etc.)
that may assist refugee students in accessing the curriculum (comprehension) and increasing
reading comprehension levels.
Summary
A noticeable trend emerged when analyzing the results of the research. Each participant
noted specific accommodations, methods, theories, accommodations, and/or examples of
strategies that they deemed effective classroom practices for raising refugee student reading
comprehension levels. However, during the four classroom observations, numerous examples of
each participant's recommendations, stated in their short essay responses and Likert scale
answers, were notably absent within their classroom and lesson. This is a significant finding as
this research study is focused primarily on finding appropriate methods and strategies that
promote increasing refugee student reading comprehension levels, not on the application, or lack
of application of these findings.
The study failed to further analyze whether these recommendations were being
appropriately implemented within the classroom setting. However, the findings did demonstrate

58
that participants generally understood effective methodologies that could be successfully
implemented to increase refugee student reading comprehension levels, but often failed to
implement these methods within their own classroom setting. This opens a new area of focus that
should be further explored, by analyzing both the use of effective educational strategies and their
consistent and appropriate implementation in the classroom setting.
Recommendations for Future Research
Areas of recommendation for future research on effective instructional methods for
increasing refugee student reading comprehension might include the use of effective educational
strategies and their appropriate implementation in the classroom setting. Further, research must
analyze the relationship between possessing knowledge regarding information and educational
strategies, and their appropriate implementation in the educational setting, resulting in increasing
refugee student reading comprehension levels.
Second, future research might also address different demographic groups and educational
settings, including enlarging the number of participants in the study. Additionally, this research
should include participants from a broad range of schools, which reside in diverse regions,
including urban, suburban, and rural areas.
Third, additional research might include increasing the time frame allotted within the
study while widening the scope to include participants from schools with a broad range of socio-
economic backgrounds. This will assist researchers to uncover if different methods,
accommodations, and strategies are more effective in schools within different socio-economic
communities.
Fourth, future research might also address participants working with different refugee
student sub-groups, including students from different regions of origin, ethnicities, genders, age,

59
grade levels, ability levels (general education, special education, etc.), and type of school (public,
charter, private). By conducting additional research in these areas, a research study could better
decipher how different methods, accommodations, teacher backgrounds, and curriculum can
affect refugee student reading comprehension levels.
Conclusion
This research study was conducted to uncover participants' perspectives regarding the
application of specific strategies, accommodations, and methodologies to improve refugee
student reading comprehension levels. Additionally, the study also examined how participants’
experiences instructing refugee students and implementing current instructional practices shaped
their professional suggestions. The recommendation of this research study further provides
English Language Arts (ELA) teachers a blueprint for the implementation of methods, strategies,
accommodations, and guidance, to assist refugee students in increasing their reading
comprehension levels and subsequently experiencing academic success.

60
References
Ambrose, S., Bridges, M., DiPietro, M., Lovett, M., & Norman, M. (2010). How learning works:
7 research-based principles for smart teaching. Jossey-Bass.

Amthor, R. F., & Roxas, K. (2016). Multicultural education and newcomer youth: Re-imagining
a more inclusive vision for immigrant and refugee students. Educational Studies, 52(2),
155-176. https://doi.org/10.1080/00131946.2016.1142992

Aydin, H., Ozfidan, B., & Carothers, D. (2017). Meeting the challenges of curriculum and
instruction in school Settings in the United States. Journal of Social Studies Education
Research, 8(3), 76-92. https://dergipark.org.tr/en/pub/jsser/issue/32449/360844

Bang, H., & Collet, B. (2021). “I defeat those fears and start a new life”: Iraqi refugee students’
PTSD, wisdom, and resilience. Peace and Conflict, 27(2), 297-308.
https://doi.org/10.1037/pac0000520

Barrett, N., & Berger, E. (2021). Teachers’ experiences and recommendations to support refugee
students exposed to trauma. Social Psychology of Education, 24(5), 1259-1280.
https://doi.org/10.1007/s11218-021-09657-4

Block, K., Cross, S., Gibbs, L., & Riggs, E. (2014). Supporting schools to create an inclusive
environment for refugee students. International Journal of Inclusive Education, 18(12),
1337-1355. https://doi.org/10.1080/13603116.2014.899636

Brinson, C., & Kaczynski, W. (2015). Fleeing from the Fuhrer: A postal history of refugees from
the Nazis. The History Press.

Buteau, G., & True, M. (2009). Differentiating instructional strategies to support English
language learners. The New England Reading Association Journal, 44(2), 23-25.
https://webcapp.ccsu.edu/u/faculty/TurnerJ/NERA-V44-N2-2009.pdf#page=29

Clark, R., & Estes, F. (2008). Turning research into results: A guide to selecting the right
performance solutions. Information Age Publishing.

Department of Homeland Security, dhs.gov
Gatrell, P. (2017). Introduction. In P. Gatrell & L. Zhavanko (Eds.), Europe on the move:
Refugees in the era of the Great War (pp. 1-22). Manchester University Press.

Gay, G. (2018). Culturally responsive teaching: Theory, research, and practice (3
rd
Ed.).
Teachers College Press.

Great Schools, greatschools.org

61
Jeynes WH. The Relationship Between Parental Involvement and Urban Secondary School
Student Academic Achievement: A Meta-Analysis. Urban education (Beverly Hills,
Calif). 2007;42(1):82-110. https://doi:10.1177/0042085906293818

Kanno, Y. (2010). Immigrant and refugee ESL students’ challenges to accessing four-year
college education: From language policy to educational policy. Journal of Language,
Identity, and Education, 9(5), 310–328. https://doi.org/10.1080/15348458.2010.517693

Kaukko M, Wilkinson J. “Learning how to go on”: refugee students and informal learning
practices. International journal of inclusive education. 2020;24(11):1175-1193.
https://doi:10.1080/13603116.2018.1514080

Keddie, A. (2011). Pursuing justice for refugee students: Addressing issues of cultural
(mis)recognition. International Journal of Inclusive Education, 16(12), 1295-1310.
https://doi.org/10.1080/13603116.2011.560687

Kirkpatrick, D. (2006). Seven keys to unlock the four levels of evaluation. Performance
Improvement, 45(7), 5-8. https://doi.org/10.1002/pfi.2006.4930450702

Knox, K., & Kushner, T. (2012). Refugees in an age of genocide: Global, national and local
perspectives during the twentieth century. Routledge.

Kugler, E., & Price, O. (2009). Go beyond the classroom to help immigrant and refugee students
succeed. The Phi Delta Kappan, 91(3), 48-52.
https://doi.org/10.1177/003172170909100310

Li, G., & Qin, K. (2022). Supporting and advocating for immigrant and refugee students and
families in America’s urban schools: Educators’ agency and practices in everyday
instruction. Urban Education. https://doi.org/10.1177/00420859221082671

Maxwell, J. A. (1996). Qualitative research design: An interactive approach. Sage.
Mayer, R. (2011). Applying the science of learning. Pearson.
McBrien, J. L. (2003). A second chance for refugee students. Educational Leadership, 61(2), 76-
79. https://www.ascd.org/el/articles/a-second-chance-for-refugee-students

McBrien, J. L. (2005). Educational needs and barriers for refugee students in the United States:
A review of the literature. Review of Educational Research, 75(3), 329-364.
https://www.jstor.org/stable/3515985

Merriam-Webster Dictionary, merriam-webster.com

Merrill, C. (1995). The old bridge: The third Balkan War and the age of the refugee. Milkweed
Editions.

62
Newcomer, S. N., Ardasheva, Y., Morrison, J. A., Ernst-Slavit, G., Morrison, S. J., Carbonneau,
K. J., & Lightner, L. K. (2021). “Whoa... Welcome to America!”: Supporting refugee
background students’ socioemotional well-being, English language development, and
content area learning. Journal of Research in Childhood Education, 35(3), 417-437.
https://doi.org/10.1080/02568543.2020.1734697

Nykiel-Herbert, B. (2010). Iraqi refugee students: From a collection of aliens to a community of
learners – the role of cultural factors in the acquisition of literacy by Iraqi refugee
students with interrupted formal education. Multicultural Education, 17(3), 2-14.
https://eric.ed.gov/?id=EJ902693

Oikonomidoy, E. (2010). Zooming into the school narratives of refugee students. Multicultural
Perspectives, 12(2), 74-80. https://doi.org/10.1080/15210960.2010.481186

Project Glad, ntcprojectglad.com
Richardson, J. S., Morgan, R. F., & Fleener, C. E. (2012). Reading to learn in the content areas
(8th ed.). Cengage.

Roxas, K. (2011). Creating communities: Working with refugee students in classrooms.
Democracy & Education, 19(2), 1-8. https://eric.ed.gov/?id=EJ943338

Rueda, R. (2011). The 3 dimensions of improving student performance. Teachers College Press.
Sidhu, R., & Taylor, S. (2011). Supporting refugee students in schools: What constitutes
inclusive education? International Journal of Inclusive Education, 16(1), 39-56.
https://doi.org/10.1080/13603110903560085

Terpstra, N. (2015). Religious refugees in the early modern world: An alternative history of the
reformation. Cambridge University Press.

Ther, P., & Riemer, J. (2019). The Outsiders: Refugees in Europe since 1492. Princeton University
Press. https://doi.org/10.2307/j.ctvhn081p

United Nations High Commission for Refugees, unhcr.org
United States Citizenship and Immigration Servives, uscis.gov
Warschauer, M., Grant, D., Real, G. D., & Rousseau M. (2004). Promoting academic literacy
with technology: Successful laptop programs in K-12 schools. System, 32(4), 525-537.
https://doi.org/10.1016/j.system.2004.09.010

Will, M. (2022, April 20). What should culturally relevant teaching look like today? Gloria
Ladson-Billings explains. Education Week, 41(33).
https://www.edweek.org/leadership/what-should-culturally-relevant-teaching-look-like-
today-gloria-ladson-billings-explains/2022/04

Abstract (if available)

Abstract As conflict and strife continue to swell throughout the globe, the United States has seen an overall increase in the number of refugees accepted into the country. As refugee numbers continue to eb and flow, it has become imperative that the American educational system adopts appropriate practices to help stifle the current trend of refugee students performing at a significantly lower academic level than their domestically born educational peers. Specifically, one important area to focus on to assist in improving refugee student educational outcomes is reading comprehension. As most refugee students are English Language Learners, reading comprehension is a common obstacle that can impede refugee students from achieving academic success. This study was conducted to identify which teaching strategies, methods of instruction, accommodations, and experiences teachers identify as being the most beneficial towards increasing refugee student reading comprehension levels.

Linked assets

University of Southern California Dissertations and Theses

Conceptually similar

PDF

Math and science academy literacy instruction: student study strategies, self-perception as readers, and reading achievement

PDF

Self-reflective practices and procedures to systematically examine reading comprehension instruction

PDF

Effective reading instruction for English learners

PDF

Perceptions of grade 4-6 teachers on historic failure of English language learners on standardized assessment

PDF

Unveiling the visible impact: a meta-analysis on inquiry-based teaching and the effects on Black and Latinx student achievement

PDF

Examining the influence of project-based learning programs on the academic and non-academic development of Chinese students applying for admission to colleges in the United States

PDF

A case study of how principals, teachers and parents contribute to a quality comprehensive K–12 system of support for ELL student academic success

PDF

Belonging matters: exploring the impact of social connectedness on the academic success of immigrant and refugee children in the American school system

PDF

Meaningful access to the Common Core for high school students with significant cognitive disabilities

PDF

Women in leadership: how female leaders fair in America’s commercial insurance industry

PDF

Disability disclosure: the lived experiences of medical school students with disabilities

PDF

Increasing representation of women in executive technology leadership roles

PDF

The importance of Black and Latino teachers in BIPOC student achievement and the importance of continuous teacher professional development for BIPOC student achievement

PDF

Learning together: a meta-analysis of the effect of cooperative learning on achievement among Black and Latinx students

PDF

Navigating transitions: experiences of female students from refugee backgrounds in higher education

PDF

Postsecondary students, well-being, and sources of support

PDF

Effects of guided reading (teacher supported) on reading comprehension scores for primary students who are learning disabled English language learners

PDF

Augmentation in science curriculum towards more equitable representation: an innovation study

PDF

Perceptions of college students with ADHD and their learning strategies

PDF

CalWORKs’ role in increasing success among immigrant students

Asset Metadata

Creator Todd, Christopher (author)

Core Title Effective reading comprehension instructional methods for refugee students

School Rossier School of Education

Degree Doctor of Education

Degree Program Education (Leadership)

Degree Conferral Date 2023-08

Publication Date 07/10/2023

Defense Date 06/29/2023

Publisher University of Southern California (original), University of Southern California. Libraries (digital)

Tag ELA,ELL,instructional methods,OAI-PMH Harvest,reading comprehension,refugee,Refugees

Format theses (aat)

Language English

Contributor Electronically uploaded by the author (provenance)

Advisor Freking, Fred (committee chair), Carbone, Paula (committee member), Gelzhiser, Justin (committee member)

Creator Email chrisinthesd@yahoo.com,christgt@usc.edu

Permanent Link (DOI) https://doi.org/10.25549/usctheses-oUC113263139

Unique identifier UC113263139

Identifier etd-ToddChrist-12060.pdf (filename)

Legacy Identifier etd-ToddChrist-12060

Document Type Dissertation

Format theses (aat)

Rights Todd, Christopher

Internet Media Type application/pdf

Type texts

Source 20230710-usctheses-batch-1065 (batch), University of Southern California (contributing entity), University of Southern California Dissertations and Theses (collection)

Access Conditions The author retains rights to his/her dissertation, thesis or other graduate work according to U.S. copyright law. Electronic access is being provided by the USC Libraries in agreement with the author, as the original true and official version of the work, but does not grant the reader permission to use the work if the desired use is covered by copyright. It is the author, as rights holder, who must provide use permission if such use is covered by copyright.

Repository Name University of Southern California Digital Library

Repository Location USC Digital Library, University of Southern California, University Park Campus MC 2810, 3434 South Grand Avenue, 2nd Floor, Los Angeles, California 90089-2810, USA

Repository Email cisadmin@lib.usc.edu