








































Article 
 

Joel Mobley, Graduate Student, Department of Early Childhood through Secondary Education, 
University of West Georgia, Carrollton, GA; email jmobley6@my.westga.edu. 

Dr. Natasha Ramsay-Jordan, Assistant Professor, Department of Early Childhood through Secondary 
Education, University of West Georgia, Carrollton, GA; email nrjordan@westga.edu. 
 

Highlighting Supportive Reading 
Comprehension Practices for 
English Language Learners in 
Virtual Classrooms 

GATESOL Journal 
2022, Vol. 32(1), pp. 60–70 

doi:10.52242/gatesol.124 
ISSN: 2331-6845 

 

 
Joel Mobley 
University of West Georgia 
 
Natasha Ramsay-Jordan 
University of West Georgia 
 

Abstract 
COVID-19 has, at least temporarily, reshaped the teaching and learning environment. Virtual 
learning classrooms have replaced physical classrooms and require teachers to think of new 
and creative ways to keep students motivated to learn. Understandably, these thoughts for 
creative teaching strategies are critical when considering changing demographics in student 
populations and existing linguistic barriers more commonly found in English language 
learners (ELLs). To this end, the purpose of this paper is to discuss how within the virtual 
learning environment, meaningful interactions, student motivation to learn, vocabulary 
instruction, the partnership model, and graphic organizers remain important factors impacting 
ELLs’ reading comprehension. The paper culminates with implications for the professional 
development of teachers and school administration.  
 
Keywords 
support strategies, virtual learning, English language learners 

 
Introduction 
Many educators are finding themselves in unfamiliar circumstances resulting from the COVID-19 
pandemic. The unprecedented new social distancing practices and other preventive measures have 
presented many challenges for K–12 teachers, students, and parents. Particularly for English 
language learners (ELLs), the separation from native English-speaking students has impacted 
opportunities to improve reading comprehension. Virtual environments often limit opportunities 
for more positive support networks that ELLs might otherwise find in traditional school settings 
(Moser et al., 2021). Given the importance of reading comprehension for overall academic success, 
there is an increasing need to understand separation from peers as an important factor contributing 
to ELLs’ reading comprehension (Zhang, 2017). A clear understanding of the nature of this shift 
can inform future virtual teaching and learning. This paper reviews the importance of and calls 
attention to how meaningful interactions, student motivation to learn, vocabulary instruction, the 
partnership model, and graphic organizers all have positive learning outcomes for the reading 
comprehension of ELLs. Moreover, while many teachers will likely continue to use strategies from 

mailto:jmobley6@my.westga.edu
mailto:nrjordan@westga.edu


Mobley & Ramsay-Jordan 61 
 

pre-COVID traditional face-to-face classrooms, more discussions about the benefits of the utility 
of these strategies in a virtual classroom setting are needed. 

Reading comprehension can be thought of as the product of decoding words and linguistic 
comprehension to make connections to what is read and already known (Goldenberg, 2013). For 
many ELLs, a highly caring or well-organized classroom inclusive of social interactions with their 
English-speaking counterparts assists with making important connections necessary for academic 
success (Banse & Palacios, 2018; Cummins et al., 2012). According to Banse and Palacios (2018), 
highly caring classrooms where students feel safe to interact with nonimmigrant students provide 
a context that specifically bolsters ELLs’ motivation to learn and their English language arts (ELA) 
achievement. For example, a highly caring teacher may encourage ELLs to collaborate with 
English-speaking peers to advance their learning during ELA and reading comprehension 
assessments, resulting in higher performance. Similarly, a teacher with a well-controlled classroom 
may provide ELLs with the time and space they need to connect with other students in the 
classroom to learn ELA content deeply, creating a context in which ELL students can thrive. 

Indeed, many of the reading comprehension challenges for ELLs have been exacerbated 
by the virtual classroom and the limited access to English speakers. Before the pandemic, research 
over the past 10–15 years converged on some basic understandings about reading comprehension 
struggles for ELLs. These reading comprehension obstacles for ELLs often included problems 
with academic language skills (e.g., academic vocabulary, morphology, syntax) needed to 
understand complex texts across content areas in school (Goldenberg, 2013) and literacy skills 
(Proctor et al., 2020). Unsurprisingly, for some ELLs, combating these reading comprehension 
obstacles involves meaningful interactions with English-speaking students. 

However, with school closings and virtual classrooms, many ELLs find themselves isolated 
from their peers and teachers, which presents limited opportunities for peer-mediated approaches 
to learning. Even as schools reopen, virtual learning remains a dominant mode of instruction in 
many schools, with some school districts conducting alternative instructional schedules, such as 
alternating days of face-to-face and virtual learning (McCray & Tagami, 2021). This change in the 
traditional classroom setting has made it more challenging for students to stay engaged in academic 
tasks. Thus, teachers must be creative to engage students in the virtual classroom. As a teacher of 
ELLs, the first author has engaged in discussions with other teachers of ELLs who talk about the 
significant challenges the online environment has posed in keeping their students motivated than 
would be the case with in-person classes. In the first author’s discussions with many teachers, it is 
clear that the struggle to get consistent engagement has become exhausting, and students are 
virtually fatigued. 

In addition to lack of engagement, many ELLs face technological barriers to learning in 
virtual settings (e.g., lack of access to technology such as laptops, software, or high-speed 
Internet). To help combat technology barriers, many districts, including the district the first author 
serves, have provided Chromebooks and partnered with Internet service providers to ensure each 
student has the basics. Still, students may not be tech-literate in many cases, which has created an 
added dimension of instruction for which teachers are now responsible. These compounding 
difficulties and challenges have contributed to a loss of direct instruction on reading 
comprehension that these students would have gotten in the traditional education setting. When 
the fatigue from virtual instruction is coupled with learning a new language, learning for ELLs is 
compromised. 

The change in modality also adds cognitive and emotional adjustment, inclusive of feelings 
of anxiety for far too many ELLs (Moser et al., 2021), so separation remains a concern. 



62 GATESOL Journal 32(1)  
 

Understandably, social interactions with peers remain significant to students’ teaching and 
learning process (Cho et al., 2018), further amplifying the problematic nature of virtual learning. 
For ELLs, who benefit from interactions with native-English-speaking students, isolation could 
mean an impediment to their success (Daniel et al., 2016). Teacher recognition of ELLs’ language 
needs and exceptionalities is important given such awareness is key to providing supports to ELLs. 
Understandably, ELLs with learning disabilities or different exceptionality categories will need 
additional aid in mastering reading comprehension and understanding (O’Connor et al., 2017). 

What follows is a brief discussion about what teachers in virtual classrooms could do to 
address the needs of ELLs. Specific strategies to bring about positive teacher-student relationships 
for student motivation and vocabulary development are discussed. The use of graphic organizers, 
students’ prior knowledge, and other strategies are also highlighted. The first author, a secondary 
educator, used these strategies in his classroom as effective ways of teaching and learning with 
ELL. These strategies should not be exclusive to teachers of ELLs but rather a routine practice 
among general education teachers. 
 
Importance of Student Motivation During Virtual Instruction 
Student motivation is a significant part of student learning experiences (Bagceci & Cinkara, 2013). 
The academic journey and potential accomplishments for students motivated to learn are more 
accessible and rewarding (Hwang & Duke, 2020). In fact, motivation for many students is a 
cornerstone of learning many of the valuable skills and strategies that will empower them 
academically. In terms of ELLs, motivation to learn is a critical part of working toward reading 
comprehension. Like most other learners, ELLs with higher intrinsic and extrinsic motivation 
levels are more aware of and more willing to try reading comprehension strategies that they are 
taught. Because many of these reading strategies might include questioning to dig deeper or 
making inferences, motivational factors play an essential role in a student’s language learning 
process, both qualitatively and quantitatively (Pavel, 2020). Without motivation, students are less 
likely to see gains in language and academic achievement, making them less likely to improve 
their reading comprehension. Teacher practices for improving student motivation for learning can 
include positive self-talk and creating a positive online environment (Jozwik et al., 2019). 

For ELLs, such teaching practices can increase academic performance in reading 
comprehension (Bagceci & Cinkara, 2013). Improving student motivation hinges on teachers’ 
ability to understand and build relationships with their students (Pavel, 2020). Improving bilingual 
students’ motivation can include emphasizing positive self-talk. Positive self-talk can be done 
simply by scripting modeling of positive self-talk in the lesson plan, such as “I can” statements 
(Jozwik et al., 2019). Script talk inclusive of positive affirmations during virtual learning can 
change the way students view their progress and their ability to perform (Andrade, 2014). 
Additionally, teachers should regularly encourage students to speak positively about their skills 
and ability to learn new material (Pavel, 2020). Students may easily feel overwhelmed and 
depressed in a virtual learning environment (O’Connor et al., 2017), but teachers encouraging their 
students to speak positive affirmations can improve their results. 

Many school districts have implemented mandatory social-emotional learning (SEL) 
instruction as a mandatory part of students’ daily routine. This mandatory SEL instruction is an 
excellent time for teachers to model and require students to engage in positive affirmations. The 
first author conducts SEL instruction during the first 10 minutes of each class. There are 
synchronous virtual instructions via Zoom Mondays through Thursdays. Part of the SEL 
curriculum teaches students through scenarios and discussions about overcoming difficult 



Mobley & Ramsay-Jordan 63 
 

situations while working in an environment with positive affirmations. These discussions happen 
through students using their microphones and through chat messages. 

The first author wants his students to operate in the growth mindset that “I can learn,” “I 
will learn,” and “I can do hard things.” So as their classroom teacher, he models these positive 
affirmations in Zoom sessions. One of his favorite ways to engage students in these positive 
discussions is through an activity he calls “What I Now Know and Can Do.” Using the current 
pandemic and the many changes and adaptations to education, he shares with students what he 
now knows because of the pandemic. That is, he intentionally focuses on the positives the 
pandemic has brought to education. He then asks students what they have learned considering the 
pandemic. This focus on advancements usually generates exciting discussions because students 
feel empowered by their new knowledge and experiences. 

One method that has motivated and kept students interested in learning the content in the 
first author’s virtual classroom is creating a positive online learning environment through rich 
discussions. To promote an open, supportive, and respectful online environment beyond the 
required discussion board, the first author creates a discussion area in the online platform where 
all students can introduce themselves and post their questions throughout the semester. Both 
students and the first author post replies and answers to the discussion board. This engagement in 
discussion provides a context reminiscent of the question-and-answer sessions that occur naturally 
in traditional face-to-face classrooms. Like face-to-face instruction, building positive relationships 
with students helps keep them excited and motivated to learn. Particularly in the online classroom, 
the first author has found maintaining a positive learning environment lets students know their 
teacher cares. For his ELLs, getting to know each of them individually through introductory posts 
and continuous discussions helps the first author identify ways to assist his ELLs and keep them 
motivated to learn. 

Typically, the first author assigns students to smaller breakout groups within the virtual 
classroom and poses questions. The questions are designed to get to know the students and include 
questions about their academic and personal interests, including the day and month of their birth, 
favorite foods, music, and dance, to name a few examples. As the classroom teacher, the first 
author seeks opportunities to learn about his students’ interests outside of school and acknowledge 
their perspectives about various educational, social, and political topics. The first author uses 
students’ contributions to fuel student-to-student, student-to-teacher, and teacher-to-student 
dialogue and is deliberate in remembering students’ responses so that he can follow up with 
students later. This strategy of building student motivation through establishing positive teacher-
student relationships has helped the first author in his virtual classroom by showing students he 
cares about them as individuals. For the first author, building relationships with students is the 
easiest way to create a positive learning environment. He has found it is much easier to get students 
to work hard when there is a positive teacher-student relationship. Engaging in conversations 
relevant to students is a strategy that builds a nurturing environment, improves students’ 
motivation, and invites future participation from ELLs (Pavel, 2020). 

The importance of motivation cannot be overstated, and for teachers of ELLs, finding ways 
to spark learning is a critical part of working toward reading comprehension (Pavel, 2020). Finding 
ways to support, motivate, and engage ELLs through reading comprehension strategies—including 
linguistic diversity, vocabulary instruction, partner discussion, and graphic organizers—remains 
vital (Mancilla-Martinez et al., 2020). What follows are brief discussions about how vocabulary 
instruction, partner discussion, and graphic organizers work to improve the reading comprehension 
of ELLs. For each section, strategies from the first author’s classroom are shared. 



64 GATESOL Journal 32(1)  
 

Vocabulary Instruction to Support ELLs 
When the goal is to improve ELLs’ reading comprehension, vocabulary development is a 
foundational skill (Taboada & Rutherford, 2011). Vocabulary instruction is essential for all 
students to improve their reading comprehension ability (Mancilla-Martinez et al., 2020). 
However, the long-term strategy of developing students’ reading comprehension through 
conceptual knowledge of academic vocabulary is especially advantageous for ELLs (Taboada & 
Rutherford, 2011). Thus, teachers who incorporate vocabulary into their academic instruction 
support ELLs in remarkable ways. Far too many ELLs continue to lag in their language and 
vocabulary skills and acquisition (Sorenson Duncan et al., 2021). Students beginning the year with 
low English-word-reading skills are at a disadvantage when asked to read for understanding 
(Mancilla-Martinez et al., 2020). Therefore, these students will need additional instruction in 
vocabulary and word reading skills for reading comprehension. Teachers of ELL students need to 
ensure that students understand the vocabulary used in their assigned texts. 

All students need explicit vocabulary instruction, but the practice remains a highly 
beneficial strategy for ELLs (Taboada & Rutherford, 2011). Many researchers have acknowledged 
all aspects of ELL instruction should include intensive vocabulary instruction (Hall et al., 2019). 
Fortunately, there are many online resources students and teachers can access to help develop 
academic vocabulary and ultimately reading comprehension for ELLs. In many school districts, 
programs such as Lexia® Core5® Reading (henceforth referred to as Lexia) have been purchased 
to assist teachers in the teaching and learning of ELLs. Lexia is a program used as a supplemental 
learning tool in the first author’s school district. Using Lexia, teachers assign students pretests, and 
the Lexia program in turn creates an individualized learning plan with modules for each student to 
work through individually. Lexia then provides teacher feedback and accompanying lesson options 
based on students’ performance on topics or units. Using programs like Lexia, teachers can assign 
homework to help ELLs develop their vocabulary. Expectedly, these programs should not be used 
as a replacement for explicit instruction by the teacher (Sorenson Duncan et al., 2021). The first 
author often uses data generated by Lexia to drive his instruction and meet the needs of students. 
More specifically, the data assist teachers with assigning homework that targets students’ areas for 
improvement and delivering one to two lessons weekly. Thus, as a supplement, programs such as 
Lexia, in addition to the detailed instruction teachers provide, remain beneficial for the improved 
reading comprehension of ELL students who receive language instruction and support. 

The use of visuals to support instruction is a valuable strategy the first author uses with 
ELLs. Presentation tools like Google Slides, Nearpod, or Pear Deck can be used to display 
vocabulary words with a corresponding image. Presentation tools like these help teachers keep 
students engaged in learning. Google Slides makes it simple for teachers to create interactive 
presentations with easily shared information with students. Nearpod allows teachers to solicit 
students’ responses to open-ended questions where students can type or draw their responses. 
Nearpod also allows students to work independently or collaboratively by bringing all the students 
together in one classroom yet affording each student their personal space where the teacher can 
give them personalized feedback. Nearpod also allows for peer review of student responses 
because students can see each other’s work. As for Pear Deck, it is a fast way to transform 
presentations into classroom conversations. The first author typically asks students to copy 
definitions and draw accompanying pictures based on the vocabulary words during classroom 
instruction. He also uses Pear Deck to leave audio instructions, descriptions, and examples of the 
vocabulary for students to hear while working on the prompts for assignments. The Pear Deck 
Flashcard Factory helps students design and draw their vocabulary word images, which assist with 



Mobley & Ramsay-Jordan 65 
 

reading comprehension. The first author has found the Flashcard Factory to be transformative for 
how ELLs in his classroom engage with vocabulary. Flashcard Factory allows the first author to 
pair ELLs with native-English-speaking peers. Together, students work to create dynamic and 
engaging flashcards. By pairing students to collaborate, students can illustrate and define terms. 
This think-pair-share approach that the Flashcard Factory offers helps make learning vocabulary 
for ELLs an active and social experience. The Pear Deck Flashcard Factory strategy has helped 
the first author’s students retain the vocabulary learned by creating a visual connection with the 
terminology and building on prior knowledge. The use of the Pear Deck Flashcard Factory adds 
to the general understanding that although the words might change between two languages, the 
images do not. 
 
The Partner Discussion Model to Support ELLs 
Unfortunately, one of the most significant disadvantages to virtual instruction is the lack of regular 
interactions students have with peers. With the COVID-19 pandemic, many ELLs are not receiving 
essential social interactions they usually get from their peers, leading to continuous loss of 
opportunities to improve their reading comprehension and language skills. In many ways, peer 
interaction helps to improve ELLs’ reading comprehension and other supports in the classroom 
(Zano, 2020). For example, when readings of texts become complicated for ELLs to understand, 
the oral language or readings from their English-speaking peers could prove helpful (Sorenson 
Duncan et al., 2021). In a traditional classroom, these peer-to-peer interactions could be seamless, 
affording ELLs with opportunities to gain understanding from their peers in face-to-face 
interactions that might otherwise be challenging in a somewhat isolated environment such as the 
virtual classroom (Mancilla-Martinez et al., 2020). 

Fortunately, there are ways for teachers to help improve this missing aspect from the online 
environment. Like previously mentioned approaches to motivating ELLs through discussion, the 
first author has found that using an instructional tool like Flipgrid has worked well to garner partner 
discussions. Flipgrid can be used to have students post a video response to a prompt like a 
discussion board. Instead of the traditional discussion boards where students use text to respond to 
classroom discussions, students use Flipgrid to create short video responses. The short video 
responses from students can be a response to an original question or a response to classmates. 
Within their responses, students can ask clarifying questions and share their understanding of the 
reading. For ELLs, the Flipgrid interaction could serve two purposes. The first is ELLs learn from 
other students as they discuss the course content. Second, ELLs get additional practice speaking 
and listening to English in the academic environment. This strategy fosters participation and 
enhances the quality and depth of overall discussion (Zano, 2020). 

Another effective strategy teachers could utilize in virtual classrooms is breakout groups. 
Like traditional classroom settings, where students work together in groups, which often help ELLs 
understand assigned reading materials (Mancilla-Martinez et al., 2020), online software such as 
Zoom and other video conferencing applications typically allow teachers to create breakout 
groups. Thus, teachers in virtual classrooms can assign students to small workgroups, much like 
they would in a classroom environment and allow students to collaborate with their peers. Breakout 
rooms can be created for any part of a lesson. The first author typically has preassigned groups for 
initial group discussions to help students scaffold the text and flesh out the expectations of 
assignments and randomized groups for a post-reading activity. The breakout groups for initial 
discussions are based on students’ reading comprehension abilities. Students are often grouped in 
mixed ability pairings of three to four students, which has worked well in the first author’s 



66 GATESOL Journal 32(1)  
 

classroom. After the initial discussions, students return to whole-class discussions to share out. 
Afterward, a randomized breakout group is formed for a post-activity discussion. Students are 
given discussion questions as a guide during the randomized breakout room sessions for the post-
reading activity. The randomized breakout room usually affords students opportunities to reflect 
on the lesson and make connections. Although not the traditional way of interacting with their 
peers, virtual small groups can help ELLs connect to assigned readings and their peers in 
personable ways while building on reading comprehension. 

Notably, small group settings could work for any subject. So, for example, after reading a 
classroom assignment or course text, teachers could use the partner discussion model, in which 
students in the class discuss and check for reading comprehension with a partner. ELLs are 
sometimes hesitant to speak in a whole-class setting but are more willing to talk with a partner 
(Carrison & Ernst-Slavit, 2005). Working with a partner in analyzing the text allows ELLs to gain 
confidence in speaking about texts and can motivate them to make connections and share 
compelling information (Zano, 2020). ELLs’ connection to assigned readings could assist with 
their reading comprehension and sharing during discussions. This approach is relatively easy to 
implement in the virtual classroom (Carrison & Ernst-Slavit, 2005). 

Small groups afford ELLs opportunities to build relationships with their peers and acquire 
language skills they might not feel comfortable doing in a whole class setting (Cho et al., 2018). 
Teachers should recognize ELLs can build their reading comprehension skills and learn as much, 
if not more, from their peers as they can from their instructors (Sorenson Duncan et al., 2021). 
When teachers provide all students with open-ended questions and conversation starters, ELLs in 
small groups with English speakers can better read, comprehend, and discuss assignments. One 
advantage of the small group setting with discussion questions is other students help to facilitate 
language acquisition and vocabulary development, which can improve ELLs’ reading 
comprehension (Mancilla-Martinez et al., 2020). This partner discussion model, which is vital to 
reading comprehension in the traditional classroom experience, is crucial during the recent virtual 
learning experience. 
 
Graphic Organizers to Support ELLs 
Fortunately, like the partner discussion model, graphic organizers work well to improve the 
reading comprehension of ELLs both in traditional and online classrooms (Acosta, 2019). Graphic 
organizers can work in multiple ways to improve the reading comprehension of ELLs. For 
example, graphic organizers can help students to identify relationships and make connections for 
reading comprehension. For ELLs in particular, graphic organizers can promote their strategic 
reading, improve their ability to classify the content of a passage, help them locate supporting 
information, and enhance their ability to gain meaning or comprehend text (Praveen & Rajan, 
2013). Educators of ELLs can also utilize graphic organizers as an informal assessment tool to see 
what information their ELLs are pulling from the text (Zano, 2020). 

Many teachers already use graphic organizers as part of their instructional practices. 
Graphic organizers offer visuals for students to help build relationships and understanding of 
content. One such graphic organizer the first author often uses is a What I Know, What I Want to 
Know, and What I Learned (KWL) chart. KWL charts work well both in traditional and online 
classrooms. In the online classroom, KWL charts are particularly effective for ELLs to help them 
access prior knowledge and summarize their learning. Teachers could ask ELLs to use Google 
documents to create KWL templates both individually and collaboratively for virtual teaching and 
learning. Students could also be supported in creating a KWL template suitable for reading and 



Mobley & Ramsay-Jordan 67 
 

vocabulary content. Using the KWL chart ELLs create, teachers can engage them in learning, 
reviewing lessons, or help guide and support ELL students’ reading comprehension. 

Teachers can also create a Google Jamboard in the virtual environment where all the 
students collaborate to fill out the graphic organizer or chart. When using Jamboard to create 
graphic organizers, it is helpful to upload a picture of the graphic organizer as a background, 
ensuring that students cannot change or edit the graphic organizer. Teachers should encourage 
students to write or type information onto the graphic organizer. The first author has found that by 
keeping the original picture of the graphic organizer intact, students can compare and share their 
interpretation and comprehension of the lesson. This process of using the Jamboard is like how 
one uses a whiteboard or chart paper in a traditional face-to-face classroom. It allows students to 
work together to generate ideas. 

Canva is another tool the first author uses. Teachers can use Canva to create graphic 
organizers in the virtual classroom. Teaching and learning with Canva are done in real-time with 
students. Teachers can use Canva to create interactive presentations that invite students to add to 
the lessons individually or as a group. Students can ask questions, leave feedback, and get support 
from other students. Teachers and students can also add visual content to questions and answers 
during lessons. Canva also allows teachers to access and use an array of content-specific templates. 
Teachers can scaffold the work into chunks based on the content and provide students with specific 
tools with the content-specific templates. The first author specifically uses Canva for scaffolding 
activities with students. For ELLs’ reading comprehension, teachers could use Canva templates to 
scaffold lesson activities that include a scaffolding session during the initial discussions and 
breakout rooms. As teachers meet with each breakout group, they can preview the text and 
highlight key vocabulary terms or encourage students to chunk the text then read and discuss. 

Scaffolding is a support teachers provide students as they work toward an understanding 
of a concept. In the first author’s classroom, scaffolding works particularly well for ELLs paired 
with native-English-speaking peers and when the pairs are based on mixed ability. The first author 
has found mixed-ability pairings work best when pairing a high-performing student with a 
medium-high-performing student or a low-performing student with a low-medium-performing 
student. Understandably, when pairing students with significantly different skill sets, students may 
become frustrated. However, this frustration can be productive perseverance when conducted in 
highly caring classrooms (Banse & Palacios, 2018). Graphic organizers, pictures, and charts can 
all serve as scaffolding tools. The first author has found scaffolding lessons for use with graphic 
organizers remain a valuable strategy for helping to improve ELLs’ reading comprehension 
because it supports students working collaboratively with their native-English-speaking peers to 
generate ideas and concepts. 

Graphic organizers are an excellent way for students to visualize the text and read the 
pictures in the organizer so teachers can see where there is a lack of comprehension (Acosta, 2019). 
Even more, graphic organizers can be a great informal assessment tool to inform what vocabulary 
or background knowledge teachers may need to address and allow for the educator to understand 
where ELLs’ reading comprehension might require support. Teachers engaging with teaching and 
learning within the virtual classroom can use graphic organizers in multiple ways (Zano, 2020). 
They can require students to complete graphic organizers as homework on specific text materials 
to gauge ELLs’ reading comprehension. Additionally, teachers could assign the completion of 
graphic organizers to students as small group work. Working in small groups could help ELLs 
interact and learn from their peers (Praveen & Rajan, 2013). Gaining confidence from contributing 



68 GATESOL Journal 32(1)  
 

to their groups and receiving positive feedback from teachers could create a positive learning 
environment for ELLs and increase their motivation (Cho et al., 2018). 
 
Conclusion 
As educators around the country grapple with the new realities of educating students during a 
global pandemic, the complexities and stakes are most pronounced with our most at-risk student 
populations, such as ELLs. These new realities present clear imperatives for the professional 
development of teachers and school administrators. First, professional development to assist 
teachers in supporting ELLs’ diverse learning styles and levels in an online learning environment 
is needed. Understandably, ELLs have varying amounts of prior knowledge of academic, 
technology, and reading skills. The range of prior knowledge could be underdeveloped or 
nonexistent depending on students’ personal history (Cho et al., 2018). The variation in ELLs’ 
knowledge, coupled with the unforeseen challenges of a pandemic and the move to virtual learning 
environments, has undoubtedly caused some of these students not to progress as much as they 
would have during traditional in-person instruction (Daniel et al., 2016). 

Second, with the understanding ELLs come from various backgrounds that have influenced 
their reading, vocabulary, and language development, all of which affect their reading 
comprehension abilities (Mancilla-Martinez et al., 2020), school administrators will need to invest 
in the purchase of software that could assist with the complexities of virtual learning experiences 
for ELLs. There remains a challenge of verbal comprehension in the virtual environment in which 
many ELLs find themselves. This challenge in verbal comprehension is even more problematic 
for school districts that rely on live or recorded video instruction formats that place a high degree 
of importance on oral comprehension. This heavy reliance on oral comprehension in the virtual 
environment creates disadvantages for ELLs who may have less-developed verbal comprehension 
skills, which is also linked to reading comprehension (Sorenson Duncan et al., 2021). This 
conundrum about verbal language versus text highlights the need to learn more about how the 
COVID-19 pandemic and virtual learning have impacted ELLs’ education. 

Third, when teachers use multiple methods to teach ELLs, many students’ reading 
comprehension skills increase (Acosta, 2019). Multiple methods inclusive of cognitive and 
practical skills (Barber et al., 2015) afford teachers of ELLs with opportunities to enhance reading 
comprehension. Teachers’ use of multiple evidence-based strategies to improve ELLs’ reading 
comprehension should involve strategies that address skill acquisition and language development 
(Acosta, 2019). For example, teachers could couple the partnership model inclusive of peer 
grouping and graphic organizers along with vocabulary instruction techniques to improve ELLs’ 
reading comprehension. The more tools ELLs must use, the better their chances are for improving 
reading comprehension. More so, the utility of multiple teaching strategies could help teachers 
manage the needs of ELLs (Galloway & Uccelli, 2019). This awareness is crucial to improving 
students’ development of other skills—enabling ELLs to improve reading comprehension and 
language acquisition. 
 
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1354808 

 
____________________________________________________________________________ 
 

Received: February 21, 2021 | Accepted: August 3, 2021 | Published: April 18, 2022 

https://bit.ly/3w7CPbN
https://doi.org/10.1016/j.system.2020.102431
https://doi.org/10.1016/j.system.2020.102431
https://doi.org/10.1177/0731948717698537
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https://doi.org/10.5539/elt.v6n2p155
https://doi.org/10.1002/rrq.258
https://doi.org/10.1037/edu0000545
https://doi.org/10.1080/02702711003604468
https://doi.org/10.1080/00377996.2017.1354808
https://doi.org/10.1080/00377996.2017.1354808

	GATESOL Journal2022, Vol. 32(1), pp. 60–70
	Highlighting Supportive Reading Comprehension Practices for English Language Learners in Virtual Classrooms
	doi:10.52242/gatesol.124
	ISSN: 2331-6845

