ABSTRACT
IMPACT OF SELF-SELECTED VERSUS PRESCRIBED LEVEL READING ON ARABIC SPEAKING ELL STUDENTS: A MIXED METHODS STUDY
by
MANAL M. ASSI
May 2016
Advisor: Dr. Sandra Gonzales
Major: Curriculum and Instruction; English as a Second Language
Degree: Doctor of Education
This study uses the Accelerated Reader collection to find which reading model, reading within the Lexile range versus having the choice to read outside the Lexile range, will positively impact Arabic speaking eighth grade ELL students and improve their attitude towards reading. The study was conducted in a Title III charter school in the metro-Detroit area. Participants included six female eighth grade students whose native language was Arabic. The mixed-method approach was adapted using qualitative and quantitative data. Qualitative data included observations and semi-structured interviews; quantitative data included The Northwest Evaluation Association (NWEA) computerized adaptive reading assessment and the Reader Self-Perception Scale, which was developed by Henk and Melnick (1995). Results indicated that there was no significant difference between the two models on students’ attitude towards reading nor was there a significant difference on students’ reading growth. As a result, school policies that restrict students to read within their prescribed levels should be reconsidered. Each model could positively impact ELLs if an appropriate reading environment was established.
","abstract_html":"<p>ABSTRACT</p> <p>IMPACT OF SELF-SELECTED VERSUS PRESCRIBED LEVEL READING ON ARABIC SPEAKING ELL STUDENTS: A MIXED METHODS STUDY</p> <p>by</p> <p>MANAL M. ASSI</p> <p>May 2016</p> <p>Advisor: Dr. Sandra Gonzales</p> <p>Major: Curriculum and Instruction; English as a Second Language </p> <p>Degree: Doctor of Education </p> <p>This study uses the Accelerated Reader collection to find which reading model, reading within the Lexile range versus having the choice to read outside the Lexile range, will positively impact Arabic speaking eighth grade ELL students and improve their attitude towards reading. The study was conducted in a Title III charter school in the metro-Detroit area. Participants included six female eighth grade students whose native language was Arabic. The mixed-method approach was adapted using qualitative and quantitative data. Qualitative data included observations and semi-structured interviews; quantitative data included The Northwest Evaluation Association (NWEA) computerized adaptive reading assessment and the Reader Self-Perception Scale, which was developed by Henk and Melnick (1995). Results indicated that there was no significant difference between the two models on students’ attitude towards reading nor was there a significant difference on students’ reading growth. As a result, school policies that restrict students to read within their prescribed levels should be reconsidered. Each model could positively impact ELLs if an appropriate reading environment was established.</p>","abstract_has_math":false,"creators":["Assi, Manal M."],"institution":null,"degree_name":"Ed.D.","degree_level":"Open Access Dissertation","degree_discipline":"Curriculum and Instruction","degree_department":null,"school":null,"contributors":["Sandra Gonzales"],"advisors":[],"committee_chairs":[],"committee_members":[],"year":2016,"date_issued":"2016-01-01T08:00:00Z","date_published":"2016-01-01T08:00:00Z","updated_at":"2026-07-24T06:00:26Z","subjects":["Arabic-native speakers","ELLs","English language learners","Leveled Reading","Lexile Range","Prescribed Reading","Bilingual, Multilingual, and Multicultural Education","Curriculum and Instruction","Other Education"],"languages":[],"rights":[],"rights_urls":[],"identifier_entries":[]},"links":{"outbound_url":"https://digitalcommons.wayne.edu/oa_dissertations/1425","outbound_label":"Repository record","outbound_source":"dc:identifier"},"metadata_groups":[{"id":"people","label":"People","entries":[{"key":"dc:contributor","label":"Contributor","values":["Sandra Gonzales"]},{"key":"dc:creator","label":"Author","values":["Assi, Manal M."]}]},{"id":"academic_context","label":"Academic Context","entries":[{"key":"dc:date.available","label":"Dc Date Available","values":["2016-01-01T08:00:00Z"]},{"key":"thesis:degree_discipline","label":"Discipline","values":["Curriculum and Instruction"]},{"key":"thesis:degree_level","label":"Degree Level","values":["Open Access Dissertation"]},{"key":"thesis:degree_name","label":"Degree Name","values":["Ed.D."]}]},{"id":"subjects_keywords","label":"Subjects and Keywords","entries":[{"key":"dc:subject","label":"Dc Subject","values":["Arabic-native speakers","ELLs","English language learners","Leveled Reading","Lexile Range","Prescribed Reading","Bilingual, Multilingual, and Multicultural Education","Curriculum and Instruction","Other Education"]}]},{"id":"identifiers","label":"Identifiers","entries":[{"key":"dc:identifier","label":"Identifier","values":["https://digitalcommons.wayne.edu/oa_dissertations/1425"]}]},{"id":"additional","label":"Additional Metadata","entries":[{"key":"dc:description.abstract","label":"Abstract","values":["ABSTRACT
IMPACT OF SELF-SELECTED VERSUS PRESCRIBED LEVEL READING ON ARABIC SPEAKING ELL STUDENTS: A MIXED METHODS STUDY
by
MANAL M. ASSI
May 2016
Advisor: Dr. Sandra Gonzales
Major: Curriculum and Instruction; English as a Second Language
Degree: Doctor of Education
This study uses the Accelerated Reader collection to find which reading model, reading within the Lexile range versus having the choice to read outside the Lexile range, will positively impact Arabic speaking eighth grade ELL students and improve their attitude towards reading. The study was conducted in a Title III charter school in the metro-Detroit area. Participants included six female eighth grade students whose native language was Arabic. The mixed-method approach was adapted using qualitative and quantitative data. Qualitative data included observations and semi-structured interviews; quantitative data included The Northwest Evaluation Association (NWEA) computerized adaptive reading assessment and the Reader Self-Perception Scale, which was developed by Henk and Melnick (1995). Results indicated that there was no significant difference between the two models on students’ attitude towards reading nor was there a significant difference on students’ reading growth. As a result, school policies that restrict students to read within their prescribed levels should be reconsidered. Each model could positively impact ELLs if an appropriate reading environment was established.
"]},{"key":"dc:title","label":"Title","values":["Impact Of Self-Selected Versus Prescribed Level Reading On Arabic Speaking Ell Students: A Mixed Methods Study"]}]}],"canonical_facts":{"dc:contributor":["Sandra Gonzales"],"dc:creator":["Assi, Manal M."],"dc:date.available":["2016-01-01T08:00:00Z"],"dc:description.abstract":["ABSTRACT
IMPACT OF SELF-SELECTED VERSUS PRESCRIBED LEVEL READING ON ARABIC SPEAKING ELL STUDENTS: A MIXED METHODS STUDY
by
MANAL M. ASSI
May 2016
Advisor: Dr. Sandra Gonzales
Major: Curriculum and Instruction; English as a Second Language
Degree: Doctor of Education
This study uses the Accelerated Reader collection to find which reading model, reading within the Lexile range versus having the choice to read outside the Lexile range, will positively impact Arabic speaking eighth grade ELL students and improve their attitude towards reading. The study was conducted in a Title III charter school in the metro-Detroit area. Participants included six female eighth grade students whose native language was Arabic. The mixed-method approach was adapted using qualitative and quantitative data. Qualitative data included observations and semi-structured interviews; quantitative data included The Northwest Evaluation Association (NWEA) computerized adaptive reading assessment and the Reader Self-Perception Scale, which was developed by Henk and Melnick (1995). Results indicated that there was no significant difference between the two models on students’ attitude towards reading nor was there a significant difference on students’ reading growth. As a result, school policies that restrict students to read within their prescribed levels should be reconsidered. Each model could positively impact ELLs if an appropriate reading environment was established.
"],"dc:identifier":["https://digitalcommons.wayne.edu/oa_dissertations/1425"],"dc:subject":["Arabic-native speakers","ELLs","English language learners","Leveled Reading","Lexile Range","Prescribed Reading","Bilingual, Multilingual, and Multicultural Education","Curriculum and Instruction","Other Education"],"dc:title":["Impact Of Self-Selected Versus Prescribed Level Reading On Arabic Speaking Ell Students: A Mixed Methods Study"],"thesis:degree_discipline":["Curriculum and Instruction"],"thesis:degree_level":["Open Access Dissertation"],"thesis:degree_name":["Ed.D."]},"updated_at":"2026-07-24T06:00:26Z"}