1. “Content Area and Reading Fluency in the Spanish Classroom” MTSU Protocol # 10-059 Jennifer J. Lassen jennifer.ireland@mnps.org McMurray Middle School Metro Nashville Public Schools Nashville, TN 37211 jennifer.ireland@mnps.org

2. Abstract This qualitative action research study: identified and developed strategies to promote reading comprehension studied two higher level reading skills in the foreign language classroom - Elaborative and Metacognitive, the purpose being to maintain advanced reading TCAP scores of seventh grade students.

3. Rationale This action research was devoted to higher level reading skills. This study focused on: the effects of foreign language learning and instruction, the transfer of the skills learned to students’ first language, improving language skills in general, giving students skills in both their first and second languages.

4. Subjects The subjects of this study were 7th grade students in their first year of study of Spanish, as either a foreign language, or Spanish as Heritage-speakers. There were twelve students enrolled in the study, nine of which with no prior, formal Spanish instruction, and two of which speak Spanish as their first language at home, also with no formal Spanish language instruction.

5. The Triangulation Matrix Overarching Question Data Source 1Data Source 2Data Source 3 What reading strategies can be incorporated into the Spanish classroom to improve reading skills, in both English (L1) and Spanish (L2)? TCAP reading scores from the previous year. Post-test results, Elements of Literature. Post-test results, Making Inferences What strategies and / or materials will promote higher level reading skills in the Spanish and Reading curriculum? Combined post-test results. Analysis of materials, teaching strategies. Researcher field notes of classroom discussions, informal interviews. How can classroom instruction be improved through learning Metacognitive and Elaborative reading skills? Elements of literature during- and post-test results (Metacognitive).` Making inferences during- and post-test results (Elaborative). Researcher field notes, informal interviews.

6. Categories, Codes and Attributes CategoryAttribute Why are we doing this? Data and Data sets show the following: -Students scored higher on Elaborative tests, -Students recognized the use for reading skills taught in L2 class, as a tool for L1, -Students would transfer skills between both language applications. When am I ever going to use this? Data and Data sets show the following: -Students understood the VALUE of the skills, but would most likely only apply it to other language arts or reading classes, -Students recognized prior knowledge and relating to other characters as skills they would use in other classes, -Students were aware of Metacognitive skills and used them in other classes -Students were able to easily relate to reading skills when presented in conjunction to Spanish curriculum, more value was placed on that form of learning To Elaborate on the culture, or to be Metacognitive of myself? Data and Data sets show the following: -Students generally enjoyed learning new skills, -Researcher / teacher recognized use of the skills giving value to students, -Researcher / teacher understands how to better use formal reading skills in an informal manner to improve student achievement -The use of reading skills when well adapted into the foreign language curriculum can be an additional way to improve student reading and reading scores, while teaching L2 culture and communication

7. General Findings Students: maintained advanced scores scored higher on Elaborative skills tests recognized transfer to L1 would use skills taught in other content areas easily related and would use new skills when presented within subject matter.

8. Metacognitive Findings Students: skimmed and scanned L2 texts, recognized cognates in L2 texts, scored 80% or above on standardized tests related to Metacognitive and elements of literature tests, recognized the use of Metacognitive skills in L1 classes, thus transfer of skills took place.

9. Elaborative Findings Students: activated prior knowledge with the use of a cultural gloss, scored 100% on standardized tests related to making inferences, transferred L2 skills to L1 classes, such as Language Arts, Math and History.

10. Incorporating Reading Skills into the Foreign Language classroom Students must value skills for transfer back to L1. For value, skills instruction must be related to foreign language curriculum. Reading skills should be taught as an extension of the curriculum, such as using cultural activities to build cultural knowledge and reading skills through the study of the culture with readings and other activities.