This study examines the affective elements present when students learning English as a Second Language (ESL) are reading aloud. Special attention is paid to anxiety, motivation, and attitudes. Participants of this study included four ESL students who received English language support one to two hours per day, were literate in their L1, and were intermediate to advanced language learners in a midwestern suburban town. To identify affective elements related to oral reading fluency, participants were interviewed and observed in their ESL classroom. Each also participated in a think-aloud session in which he or she was asked questions when stumbling or pausing while reading aloud. The results of this study indicate that attitudes, motivation, and anxiety influence oral reading fluency. Results suggested that the anxiety related to social nervousness, pronunciation, and moving from an ESL class to a mainstream class had the largest impact on ESL students' oral reading fluency.


Kathleen Foord

First Committee Member

Anne Dahlman

Date of Degree




Document Type



Master of Science (MS)


Educational Studies: K-12 and Secondary Programs



Creative Commons License

Creative Commons Attribution-Noncommercial 4.0 License
This work is licensed under a Creative Commons Attribution-Noncommercial 4.0 License



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