Abstract
Statement of Problem: For English Language Learners (ELLs), students whose first language is not English, reading is daunting. Most English teachers assign reading on a nightly basis with the expectation that students will perform the task independently outside of the classroom setting. Most students, including English language learners, prefer to skim and scan the text with the expectation of finding the answer to the questions being asked. The task of reading is not always seen by ELLs as part of the learning process of language. In order to understand how long-term English language learners perceive reading, research needs to be conducted to examine long-term English language learner perceptions. This research categorizes the effects of reading on developing English language proficiency and researches how these effects may or may not influence long-term English language learner perceptions. Sources of Data: This study presents findings from a survey including multiple choice, four-point Likert scale, and open-ended questions given to 80 Spanish-speaking English language learners who have been in US schools for more than seven years and thus are vi considered Long-Term English Language Learners (LTELLs). In order to answer the research questions, one source of information was analyzed, survey responses. Conclusions Reached: LTELLs have a positive perception toward reading and although there were some differences by gender or grade level, the difference was not statistically significant.