Cuanalo Martinez, M., & Delgadillo, J. (2025, March), Cognitive Retention in Reading Among English Language Learners  Paper presented at 2025 ASEE -GSW Annual Conference, Arlington, TX, Texas. 10.18260/1-2--55035

\bibitem{asee_peer_55035}
  Cuanalo Martinez, M., \& Delgadillo, J. (2025, March), \emph{Cognitive Retention in Reading Among English Language Learners}
  Paper presented at 2025 ASEE -GSW Annual Conference, Arlington, TX, Texas.
  10.18260/1-2--55035

Mariana Cuanalo Martinez and Jyan Delgadillo.  "Cognitive Retention in Reading Among English Language Learners".  2025 ASEE -GSW Annual Conference, Arlington, TX, Texas, 2025, March.  ASEE Conferences, 2025.  https://peer.asee.org/55035 Internet.  01 Jun, 2025

\bibitem{asee_peer_55035}
  Mariana Cuanalo Martinez and Jyan Delgadillo.
  "Cognitive Retention in Reading Among English Language Learners".
  \emph{2025 ASEE -GSW Annual Conference, Arlington, TX, Texas, 2025, March}.
  ASEE Conferences, 2025.
  https://peer.asee.org/55035 Internet.  01 Jun, 2025

@INPROCEEDINGS{asee_peer_55035
author = "Mariana Cuanalo Martinez and Jyan Delgadillo"
title = "Cognitive Retention in Reading Among English Language Learners"
booktitle = "2025 ASEE -GSW Annual Conference"
year = "2025"
month = "March"
address = "Arlington, TX, Texas"
publisher = "ASEE Conferences"
note = {https://peer.asee.org/55035}
number = {10.18260/1-2--55035}
}

TY  - CPAPER
AB  - The cognitive retention abilities of English Language Learners (ELLs) in dual language classrooms demonstrate distinct patterns when compared to those in monolingual educational settings. This qualitative study examines contemporary pedagogical strategies employed by educators to facilitate meaningful connections during reading instruction, thereby enhancing cognitive retention among ELL students. Previous research suggests that low-proficiency ELLs struggle with higher-level thinking skills—critical cognitive processes that are fundamental to enriching the learning experience. One of the primary factors contributing to these difficulties is the insufficient exposure to grade-level academic content. Without consistent access to age-appropriate material, low-proficiency ELLs struggle to engage with the demands of higher-level cognitive tasks. This lack of exposure not only impedes their intellectual development but also restricts opportunities for critical thinking and problem solving.The efficacy of a lesson is not measured by a student’s immediate verbal recall, but rather by their ability to internalize, comprehend, and create something memorable. To get the most out of their learning, ELLs rely on teacher-implemented scaffolding strategies, however, the emphasis on differentiated instruction appears more pronounced in dual-language classrooms compared to monolingual settings. This disparity potentially contributes to an opportunity gap for the ELLs lacking a supportive classroom environment. This study identifies differentiation methods and teacher expectations that contribute to the acquisition of increased cognitive retention rates, aiming to effectively narrow the existing opportunity gap. Formative assessments based on Bloom's Taxonomy's six cognitive skill levels will be employed to evaluate the cognitive retention rates among equally proficient ELLs across two contrasting classroom environments within the same school. Data collection, including classroom observations, teacher interviews, and student assessments, will span one complete academic semester. We expect to observe that dual-language settings may foster higher retention rates due to increased linguistic support and culturally responsive teaching strategies.  The findings aim to provide actionable insights for enhancing instructional approaches, improving ELL education, and informing future research on effective practices for supporting emergent bilingual students.
AU  - Mariana Cuanalo Martinez
AU  - Jyan Delgadillo
CY  - Arlington, TX, Texas
DA  - 2025/03/09
PB  - ASEE Conferences
TI  - Cognitive Retention in Reading Among English Language Learners
UR  - https://peer.asee.org/55035
DO  - 10.18260/1-2--55035
ER  -