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Explanatory patterns regarding situational differences in reading comprehension performance may be best captured by multidimensional reader profiles. Data from 56 third- and fifth-grade students were collected to investigate the applicability, scope, and convergent validity of a reader profiling scheme based on Alexander's (2005) reader profile framework and then compared with results from a hierarchical cluster analysis and a Bayesian cluster analysis. The reader profiling methodology used identified examples of all six of Alexander's reader profiles at each grade level, along with an additional hypothesized profile, the interest-reliant reader. The reader profiles related as expected to reading outcomes on a researcher-designed comprehension measure and a standardized comprehension assessment, with a few exceptions, and explained variance in those outcome measures better than the use of cluster analysis, except for the third-grade standardized scores. Finally, interesting differences emerged in the proportions of elementary students assigned to each profile across the grade levels.

According to the 2000 U.S. Census, the Turkish-speaking population in the United States increased significantly in the 1990s and has risen steadily over time. Today, the highest concentration is located in the states of New York, California, New Jersey, and Florida. Kaya (2003) reported a geographical dispersion across the U.S., from New York to Alaska, with the wealthiest living in Florida. Turkish students make up the ninth largest student population in the U.S. and the largest percentage of students compared to their homeland population. This article identifies and explores many of these challenges by observing the transition of Hakan, a Turkish-speaking fifth grade student, as he encounters a new culture and learns a new language. In particular, we focus on the acquisition of figurative language in a Turkish-speaking English Language Learner (ELL). Some issues and questions addressed in the article include effective methodologies for the assessment of figurative language acquisition in the Turkish and English languages, effective instructional strategies to scaffold Turkish-speaking English Language Learners' (ELLs) acquisition of figurative language, and linguistic factors that might affect Turkish-speaking students' transition to English. The article sets forth theoretical underpinnings for the chosen assessment and instructional strategies, as well as a summary of supporting research in the area of Turkish-speaking ELLs. (Contains 2 tables.)