Improving reading achievement of ELLs one conversation at a time: implementation of the IC model in upper elementary school Classrooms : voices from the field

This study used a multiple-case study approach to examine the complexities of implementing the IC Model of teaching in upper elementary classrooms, which has been found in previous research to have a positive impact on the achievement outcomes of ELLs and others, particularly in reading. After conducting both a deductive and inductive thematic analysis across four cases (i.e., teachers), fourteen themes of interest were identified in relation to teacher practices, challenges, and external factors that affected the implementation of this model. Lastly, these themes are discussed in terms of their broader meaning and significance, their relation to previous literature, and their implications for practice, research, and theory.