Summarizes findings that Limited English Proficient (LEP) students gain greater improvement in language comprehension when the teaching methods of literature logs and instructional conversations are combined. A group of 116 fourth and fifth grade students were divided into four groups taught by five teachers, who had received a year of training in the use of these methods. The student groups were randomly assigned to one of four instructional methods: literature logs only, instructional conversation only, literature logs plus instructional conversation, and control. Slightly more than half of the students were English Language Learners who were completing their first or second year of English language instruction. Results indicated that the combined method (literature logs and instructional conversation) produced 77 percent accuracy in factual comprehension and 61 percent accuracy for interpretive comprehension. The LEP students appeared to gain more knowledge than the fluent English speaking students. As a result, it is concluded that the use of instructional conversation and literature logs will help all students increase reading comprehension. Additionally, ELL students need the supportive and engaging environment that these teaching techniques provide to encourage the highest standards for academic achievement.
