A Case Study of English Language Learners and Effective Reading Elements

Autor/in	Smith, Nicole
Titel	A Case Study of English Language Learners and Effective Reading Elements
Quelle	(2009), (139 Seiten) PDF als Volltext Verfügbarkeit Ph.D. Dissertation, George Fox University
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
ISBN	978-1-1096-7483-5
Schlagwörter	Hochschulschrift; Dissertation; Reading Programs; Second Language Learning; Program Effectiveness; Specialists; Elementary School Students; Instructional Effectiveness; English (Second Language); Case Studies; Reading Instruction; Teaching Methods; Achievement Gains; Comparative Analysis; Reading Achievement; Administrator Attitudes; Teacher Attitudes; Interviews; Language Tests; Scores; Language Proficiency; Measures (Individuals); Best Practices + Suchen Sie Ihr Suchwort? Thesis; Dissertations; Academic thesis; Zweitsprachenerwerb; Unterrichtserfolg; English as second language; English; Second Language; Englisch als Zweitsprache; Case study; Fallstudie; Case Study; Leseunterricht; Teaching method; Lehrmethode; Unterrichtsmethode; Achievement gain; Leistungssteigerung; Leseleistung; Lehrerverhalten; Interviewing; Interviewtechnik; Language test; Sprachtest; Language skill; Language skills; Sprachkompetenz; Messdaten
Abstract	This case study examined the general question: "What are the best practices for teaching. English language learners how to read?" Furthermore, this study sought to discover specifically: How do students using Houghton Mifflin Reading Program with supplementals and Rigby Reading Program with supplementals compare in terms of academic gains?; What do the Houghton Mifflin, Rigby and Supplemental Reading Programs include for ELLs?; What do the literacy coach, ELL specialist and administrators view as the most effective reading program for ELLs?; What are the differences/similarities of these professionals' perceptions regarding the two reading programs with reading supplements as well as the essential reading components? Using a case study design, the researcher analyzed data derived from semi-structured interviews of 10 education professionals; English language development specialists; literacy coaches and administrators; Oregon Assessment of Knowledge and Skills, Dynamic Indicator of Basic Early Literacy Skills, and English Language Proficiency Assessment scores from a sample of 3rd, 4th and 5th grade English language learners from two elementary schools in the Reynolds School District. Furthermore, two core reading programs; Houghton Mifflin and Rigby were analyzed for commonalities and differences. It was discovered that the necessary reading elements for ELLs include a balanced literacy program. Further, ELLs must obtain early intermediate level-2 English proficiency to succeed on these assessments. It was revealed that Houghton Mifflin has more supports for ELLs. However, none of the participants suggested a reading program for ELLs. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.] (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10