EXPLORE THINKING MAPS AND ACADEMIC VOCABULARY TO INCREASE READING

COMPREHENSION WITH ENGLISH LANGUAGE LEARNERS

Explore Thinking Maps and Academic Vocabulary to Increase Reading Comprehension

with English Language Learners

Brittany Long

Arizona State University

COE 501- Introduction to Research and Evaluation in Education

Dr. Margarita Pivovarova

Literature Review

October, 24, 2017

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Explore Thinking Maps and Two Additional Strategies to Increase Reading

Comprehension with English Language Learners

Purpose Statement

The purpose of this literature review is to explore thinking maps, applying learning to

background knowledge, and academic vocabulary strategies that will increase reading

comprehension and the transfer of knowledge with English Language Learners.

School and Classroom

I am currently teaching second grade English Language Learners at Madison Camelview

Elementary School. This school is located within the Madison school district in Phoenix,

Arizona. It is a Title one school that offers 75% of the students free or reduced lunch. Camelview

is a K-4th grade elementary school that has 710 students currently enrolled. Out of the 710

students 173 (24%) are documented as English Language Learners and 73 (10%) are on an IEP

for Reading. The demographics of the school’s student population is made up of 58% Hispanic,

22% White, 7.4% Black, and 2% Asian.

At Madison Camelview there are 32 teachers currently employed. There are 31 female

teachers and only 1 male teacher currently at this location. The teacher’s demographic make up 1

(3%) Black, 1 (3%) Hispanic, and 30 (93.7%) White. Out of these teachers there are 3 (9%) in

their first year teaching, and 5 (15.6%) in their second year teaching. There are 2 female

administrators at Camelview. Every grade level has 5 teachers on each team. The average class

size for each teacher is between 26-28 students per class. The turnover rate at Madison
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Camelview are 30% with about 10 teachers leaving each year due to the high standards and

amount of extra curricular activities and committees required to teachers.

The surrounding community demographics are made up of 4.7% American Indian, 25.6%

Hispanic, 3.6% Asian, 5.3% Black, 56.8% White, and 4% of 2 or more ethnicities. Camelview

encourages parents to participate throughout different after school curricular activities. For fall

conferences in the 2016 school year, 523 parents attended conferences out of 710. That was a

76.3% of parents in attendance. During the winter conferences, the percentage dropped to 41.8%

of parents in attendance. Curriculum night, that happens during first quarter, 242 out of 710

(34%), of parents attended this event.

The Madison School District has a cap on the amount of students that a classroom may

exceed. In K-2 they are only allowed to have up to 30 students per class, 3-4 may only reach up

to 34 students. Madison Camelview has 143 second graders split between 5 teachers based off

their learning levels. The school is breaks their classes/teachers into leveled learning classrooms.

The levels are determined based off their previous year’s NWEA MAP reading and Mathematics

test scores that were tested 4 times a school year. The different classrooms will hoister to Gifted,

High/Medium, Medium/Low, Low, and English Learner Classroom. In order for students to be

placed into the gifted classroom, they must test into the 61st to 99th percentile for both Math and

Reading on the NWEA assessments.

Rational
English Language Learners (ELL) typically score lower in their grade level work and on

their school and state wide assessments. This is because they are in the process of becoming

fluent in reading, writing, speaking, and listening in the English language. There are different
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tools and resources available to teachers to target these specific students. This literary review is

to determine how three different strategies will affect the ELL student’s reading comprehension

and transfer of knowledge. English Language Learners struggle with the success of

comprehending what they have read within an article, story, or classroom book. This is mainly

due to the fact that they need to learn an additional language to be successful in doing a task that

may come easier to a student that is already fluent in English. This study is to identify how the

use of thinking maps, and two additional learning strategies will increase their reading

comprehension to ultimately assist them in transferring their knowledge learned from reading

onto their academic and school wide assessments.

Thinking maps allows teachers to differentiate their instruction to fit the learning of

students. “Thinking maps help students understand and become engaged in rich, meaningful

lessons.” (Hyerle, D., 2007). Since Thinking Maps allow such differentiation to happen, it allows

teachers the ability to cover all the state standards at the level of the learner. “The maps allow

teachers the flexibility to teach the same content while adapting activities to the level of English

language acquisition ranging from beginning to advanced.” (Hyerle, D., 2007). Thinking maps

allows there to be literacy links to reading comprehension skills.

Connecting student’s learning to their background knowledge allows them to identify

with what they are learning and to remember more. “Students learn better when they are able to

connect their current learning with their past experiences and frames of reference.” (DelliCarpini,

M. 2008). When teachers make an effort to get to know their students they are able to build trust

with their students and adapt their learning to fit their student’s past experiences to make
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necessary connections to grow and fill in their gaps of learning. This will also allow students to

be more engaged within their lessons or readings.

Academic vocabulary allows English Learners to become prepared throughout a

lesson/reading to prepare them for their reading. Carlo et. al. (2004) found after their study that

the English Language Learner’s language development and comprehension in subject content

area had improved. Vocabulary is a way to increase student knowledge before they begin

learning new information. This assists all students with an increase in their personal vocabulary

which allows students to make more connections to their background knowledge. Ultimately,

academic vocabulary increases reading comprehension by providing students with a larger

vocabulary of unknown words.

Literature Review

This literature review consists of two main sections. In the first section, there are a few

strategies that assist with English Language Learner’s reading comprehension. To be more exact,

thinking maps, applying knowledge to the student’s background knowledge, and addressing

vocabulary are some strategies that are used to increase reading comprehension and the transfer

of knowledge. Within each section is a definition along with the effectiveness for using each

strategy within a classroom of English Language Learners, (ELL). Each strategy will also

provide some research studies and benefits to applying each practice towards learning. At the

end of the literature review there will be a section on the implications for this practice.

Thinking Maps

Thinking maps are defined as, “A language of eight visual patterns each based on a

fundamental thinking process.” (Hyerle, 2007). Thinking maps are a type of graphic organizer
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that can be used across grade level and across curriculum. Each type of map assists all types of

learners with the tools necessary for a lifetime of learning. These maps are to focus learner’s

thoughts to a targeted idea presented and allows them to organize their information visually.

English Language Learners have a better chance at comprehending when they are given

visuals, or are able to visualize their thinking process. Thinking maps provide all types of

learners the opportunity to visualize their thinking to specific types of learning maps. Hyerle

(2007), mentions that all learners learn visually higher than the use of any other of our senses.

The eight maps are categorized with specific learning purposes. For example, bubble maps are

used to describe a noun with only using one word adjectives. This not only will build being able

to describe something, but it will allow the learners to build their parts of speech. Thinking maps

allow a common visual organizer to be used throughout the classroom within all subjects.

Consistency is key, if the maps are used across grade levels and subject matters accordingly they

will allow students to work towards owning their own maps and learning. The thinking maps are

created by students to be able to put as much or as little as needed on a base to base case.

Students are able to remember more when they are given a visual because the brain loves

illustrations/pictures. Cheun Meng (1998), mentions that ELLs need to use cognitive strategies in

order to fully comprehend new information.

Thinking maps assist in the literacy skills of academic vocabulary development, reading

comprehension skills, and writing in all content areas. Looking into the literacy skill of building

and increasing reading comprehension by using the eight maps to target text features, author’s

purpose, previewing and predicting, making inferences, fact and opinion, and summarizing.

Hyerle (2007), suggests that each map will provide ELL students a visual of using each type of
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map when they are able to recognize organizational patterns to comprehend literature. When all

students use thinking maps to build comprehension they are able to go within a text and

determine the most critical information to pull out and put within their organizers.

Research has shown that the use of text organizers have a positive effect on ELL’s

memory and ultimately comprehension. When students have a way to organize their thoughts,

ideas, or understanding of information within a text, they are able to take more away. Anderson

(1999), Students can apply the use of thinking maps to determine what information is important

and what information is not important to remember. Research depicts that with the mind in order

to remember the important parts of text or learning, it needs to sort the information against the

formation of the text. Ultimately using thinking maps with ELLs and all other students will

improve their “reading to learn.”

Organization allows learners to become familiar with routine. This will lead to students

being able to have a more structured learning. Structured learning provides all students a routine

that they will become familiar. Anderson (1999), states that students are able to activate their

background knowledge more frequently when they are able to keep their thoughts and learning

organized. Thinking maps provide students with the same organization tool to put their thoughts

down for similar learning strategies for any text. Alyousef (2006), suggests that systematic

mapping provides learners the strategy to organize their prior knowledge and new knowledge

read to improve their overall understanding of the text they are reading.

Thinking maps may also be differentiated to target ELL’s levels of learning. Thinking

maps are able to provide ELLs a pattern to organize their thoughts to understand what they are

reading. The maps will allow students to become engaged in their learning as they take hold of
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what they contribute on from their own thought process. What makes thinking maps so

beneficial to ELLs is the encouragement to create these maps in a cooperative group and to use

their daily oral language skills with each other. ELLs are able to write their thoughts down their

learning and then discuss it. “Teachers can see what students are thinking even if they have not

mastered the skill of speaking or writing in English.” (Hyerle, 2007). Since thinking maps are an

organizational visual pattern, it enhances students to read, write, and organize their thoughts

within English Language Arts. Hyerle suggests that teachers using thinking maps consistently

will allow ELLs to expand ownership of their critical thinking skills.

Overall, thinking maps allow all learners to increase their reading comprehension. They

are able to do this through the use of visualization, and organization. When students are able to

visualize their thinking from what they read and then place it in an organized way, they will be

able to retain it longer. Hyerle (2007), adds that students have a higher ability to comprehend

what they are learning when they are familiar with the same organizational thinking maps. These

maps provide students of all levels opportunities to demonstrate their understanding of content

being taught. Thinking maps are able to be used and differentiated to meet all students’ needs.

Background Knowledge

Background knowledge is defined from Vocabulary.com as the essential information

needed to learning a new topic, and when students are able to apply past experiences to make

connections to new material being taught. Background knowledge allows English Language

Learners to take new knowledge, words, or material and make a connection to what they already

know. It provides them the opportunity to take information and make it familiar to them.
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The effectiveness to applying content and reading to background knowledge allows

students to make connections to their lives and what they are learning. Background knowledge

should be relevant to the learners. Miller and Perkins (2016), includes that when content/readings

are relevant to the English Language Learner they will have a higher involvement and

understanding of the information.

Another effective way to incorporate background knowledge is for the teachers to obtain

the English Language Learners cultural background information. DelliCarpini (2008), describes

that when teachers understand and respect for their student’s cultural background, it creates a

strong, trusting relationship with their instructor. Students will be more willing to take chances

when they feel safe and feel understood by their teacher. Understanding of cultural background

within students improves reading comprehension by motivating students to participate within

their own learning. DelliCarpini (2008), also suggests that students are able to make connections

from their personal lives to what they are learning within the classroom at unexpected times.

DelliCarpini uses the example of students making the connection to their personal immigration

to America to them applying that knowledge to learning about the Westward Expansion. In this

example the teacher uses the knowledge of her students backgrounds of immigration, to teach

about the Westward Expansion for the students to make personal connections to comprehend the

new knowledge being presented. Cultural background knowledge not only allows the teacher to

have a better understanding of their students, but it gives the students the opportunity to make

connections to their peers experiences and apply it to their own.

A benefit to having students making connections from their texts to their cultural

background provides a sense of ownership. Comprehension is able to increase when students

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have the ability to connect on a personal level. Teachers are able to improve their ELLs by

incorporating texts that have pictures that spark to their students personal lives. DelliCarpini also

suggests that when teachers use texts that provide the prior, during, after-reading, key

vocabulary, and pictures to assist students with their understandings, these will all generate

connections for ELLs to use towards comprehension.

One teacher in DelliCarpini’s study showed an increase in reading comprehension by

provided a safe space for their students to learn and take chances based off their cultural

background information. This teacher incorporated different activities that allowed the students

to see the world and new learnings through each other’s views. They were able to learn from

each others experiences and knowledge to new learning, that led to improvement on reading

comprehension.

Benefits to utilizing background knowledge is to address it prior to teaching. Miller and

Perkins (2016), suggest that allowing students to make connections before covering the content

will allow them to have a higher chance of reading comprehension. This will allow the students

to apply new learnings and then see it again as they read. The use of prior knowledge allows

students to have the information settle in, and then when they come across it again during the

lesson they are seeing it for a second or third time. This will allow the students to retain it at a

higher degree. As DelliCarpini (2008), mentioned ELL students are able to increase their reading

comprehension by making connections and taking ownership of their learning.

In conclusion, application to background knowledge is essential for ELL students to

improve their understanding of new knowledge. ELL students will struggle with reading

comprehension if they are unable to make the connections to their background knowledge, as
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stated from Alyousef, (2006). Students become more motivated to learn and willingness to try

when they have a way to transfer new knowledge to background knowledge. Teachers are able

assist students faster when they take the time to utilize understanding ELL cultural background.

Academic Vocabulary

Academic vocabulary is defined from Carlo et. al. as words that are introduced at the

beginning of new learning to assist students through their academic lesson. Vocabulary is

essential for English Language Learners to comprehend. Carlo et. al (2004), suggest that ELL

students who have mastered an oral English vocabulary, will still struggle with their literate

English. Academic vocabulary assists ELLs with being able to make connections to their

background lives and to new learning. Proctor et. al. (2007), includes that students should be able

to have access to defining content vocabulary easily to improve retention of information being

read.

The effectiveness to teaching academic vocabulary will increase the students oral and

literal English over time, and as a result will increase reading comprehension. Alyousef (2006),

suggests that the building of vocabulary will assist in the student’s reading ability. This can be

done by teaching them strategies to identify word meaning using the texts given. Academic

vocabulary is an effective tool to do prior to teaching a lesson or reading a text to allow ELL

students a chance to comprehend new learning and applying those unknown words to their

background. This allows learners to make their learning their own, and not feel more foreign to

them. Paribakht and Wesche (1993), mentions that when ELL students are given the opportunity

to to focus on the language for meaning, the students will improve their comprehension.
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It is also effective to include academic vocabulary within new learning allows students to

retain additional information given. Paribakht and Wesche (1993), included in their findings that

students made sufficient increases within reading comprehension when using instructed cloze

readings and “known” words compared to uninstructed cloze readings to make connections to

content words within lessons. Teachers need to actively teach academic vocabulary to increase

reading comprehension and successful vocabulary skills for students to use when independently

reading. “Constructing the meaning of unfamiliar words from the context (rather than relying

constantly on a dictionary) is one of several strategies that can be easily taught.” (Mokhtari and

Sheorey, 2002).

In one study Carlo et. al. (2004), described the method to a successful academic

vocabulary intervention. In their study, they used 254 bilingual and monolingual students from

nine different fifth grade classrooms along with four different schools in Massachusetts,

California, and Virginia. Before the study was conducted a pilot was sent out the previous year to

determine refinement for the implementation of vocabulary. Data was collected over a 15 weeks

of instruction with the implementation of each teacher implementation get ten to twelve

academics words a week.

The instruments used to conduct the study were applied to Peabody Picture Vocabulary

Test Revised (PPVT-R), Polysemy production, reading comprehension, word mastery, word

association task, and morphology. PPVT-R which was the school’s district test. The Polysemy

production was to have students construct as many sentences as possible to convey all the

possible meanings of the polysemous words. Reading comprehension was assessed through

multiple cloze passages with the vocabulary words deleted from the different passages. Word
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mastery was conducted through the use of 36 words with choice options to identify the words

meanings. In the word association task students were given 20 target words, and had to decipher

which simile words would be connected to those words. Some of the words would be seen

throughout the different lessons. Finally, Morphology was where students had to take 27 items

and put them in their derived form and then write the word in a complete sentence (​e.g.,

remark-remarkable).

The study described by Carlo et. al. (2004), determined to be effective for ELL students

to improve their reading comprehension. All the tests given to the 254 bilingual students all

showed significant gains over the trial period for comprehension. The study was successful in

enhancing word knowledge and reading skills in the students. This study also provided students

with the skills or strategies to determine meaning of unknown words on their own. Students need

strategies to determine unknown words to be able to comprehend what they are reading about.

Overall, when academic vocabulary is taught to ELL students prior or during a lesson,

their reading comprehension will improve. Multiple studies have found that when approaching

academic vocabulary there should be multiple ways for the learners to obtain the new meaning.

Carlo et. al.’s study showed there was significant growth with reading comprehension with their

focus groups receiving a strong intervention. When teachers are actively teaching academic

vocabulary and strategies to define unknown words, all students reading comprehension will

improve. Proctor et. al. (2007), adds that vocabulary and reading comprehension work together

for ELLs to show success.

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Implications

Based upon the literature reviewed, there are three implications for building reading

comprehension within ELL students while using thinking maps, background knowledge, and

academic vocabulary. The first implication is using thinking maps across grade levels and

schools. After reviewing the thinking map research studies, it is inevitable that thinking maps

need to be used correctly across grade levels for effectiveness. If they are not consecutively used,

they will become just another graphic organizer that students need to become familiar with to use

for that particular school year. Hyerle (2009), implies that ELL students needs need consistency

and a way to visualize their thinking to get the most out of their education. If they can not find

common ground, their reading comprehension will take longer to adapt. Teachers need to be

trained correctly in how to use thinking maps correctly effectively in their curriculum if they

wish to see growth in their ELL students.

The second implication found within background knowledge not only included the

students, but the teachers acknowledging their student’s cultural backgrounds. One literature

review mentioned how important it is for teachers to have knowledge of their students cultural

background to apply more reading passages and curriculum for these students to make

connections to. This improves their comprehension to new information and motivates the

students to be part of the lesson. It also allows the students to respect their instructor to in turn

take chances and put forth more effort within their learning. DelliCarpini (2008), mentions how

acknowledging students cultural background provides a classroom that is able to have more

enrichment experiences to affect the learning in a more meaningful manner.

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Background knowledge is essential for English Language Learners to be able to take new

information and make connections so it will not appear as foreign information. Students are able

to take their learning into their own hands when having the opportunity to apply it to what they

are already familiar with. DilliCarpini (2008), also expressed that students make connections in

some of the most unexpected times. It is important for students to be able to make connections

between their lives and the texts they are required to read. Students are able to make connections

based on texts they have heard, read prior, or seen.

The third implication is the use of academic vocabulary. Multiple studies have suggested

that all of the ELLs comprehension levels increased within their literate and oral English

language by addressing four to six words weekly and then reviewing the words weeks after. In

Carlo et, al. (2004), academic vocabulary study showed a drastic gain of knowledge with ELL

students required the teachers to teach off scripted lessons that were written up for them. These

lessons provided everything the would need to be successful. These lessons were pushed for the

teachers to stick to the strict guidelines to determine if student’s comprehension would in fact

increase. With the study showing a positive increase of knowledge, it suggests that schools

across grade level should incorporate a strong use of academic vocabulary within all

lessons/contents. Increasing vocabulary will allow students to make more connections to their

personal lives.
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