Advancing reading strategies for English learners: A case study of affective actions on primary reading instruction

According to the Texas Education Agency, in 2018-2019, the population of English Learners in Texas public schools grew to 19% of the total school population. Therefore, the purpose of this study was to examine the practices teachers and school leaders utilize to lead the learning and improve primary grade level English Learner (EL) reading levels through Bloom’s affective domain. This study is a qualitative case study. The streams of qualitative data collected in this case study were interviews, and observations collected, as well as school leadership insights captured through reflective journaling. The latter will provide insight to teacher and school leader practices that support the reading and learning of ELs in primary grade levels.