Abstract
The objective of this study was to determine effective strategies for using scaffolded
writing to improve or expand reading comprehension for newcomer and intermediate level
English Language Learners in the English Language Arts classroom through the combined use of
second language acquisition theory and best practices in teaching English Language Arts. The
population of this study includes 7th and 8th grade English Language Learners, living in a large
city on the southern plains, from various backgrounds and educational experiences. The results
of this study were suggestive of reading comprehension growth despite a small sample size.
Results are shown statistically through pre and post tests using the STAR reading comprehension
assessments. Qualitative measures were shown through the use of the writing sample scores
evaluated by the WIDA Interpretive Writing Rubric. The rubric scores were then analyzed to
determine student growth.