Supporting multilingual learners’ reading competence: a multiple case study of teachers’ instruction and student learning and motivation

Supporting students’ reading competence (i.e., their comprehension and vocabulary) is complex, particularly when working with multilingual learners, involves implementing instructional practices to support behavioral engagement in as well motivation. The purpose of this mixed methods case study was examine changes learners’ comprehension, academic vocabulary, engagement, motivation after participating a 7-week intervention called United States History for Engaged Reading (USHER) then qualitative data explain why these may have occurred. We found the MLs across all four teachers’ classes, variable highlight specific that led changes, including engaging students discussions during explicit vocabulary instruction, allowing choice opportunity collaborate, making content relevant by relating it lives, among others.