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Spanish and English Guided Reading f...

Lazaro-Farmer, Maggie Marie.

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Spanish and English Guided Reading for English Language Learners: A Nonequivalent Quantitative Quasi-Experimental Study.

Record Type:	Electronic resources : Monograph/item
Title/Author:	Spanish and English Guided Reading for English Language Learners: A Nonequivalent Quantitative Quasi-Experimental Study./
Author:	Lazaro-Farmer, Maggie Marie.
Published:	Ann Arbor : ProQuest Dissertations & Theses, : 2019,
Description:	140 p.
Notes:	Source: Dissertations Abstracts International, Volume: 80-08, Section: A.
Contained By:	Dissertations Abstracts International80-08A.
Subject:	Bilingual education. -
Online resource:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=13428399
ISBN:	9780438864207

Spanish and English Guided Reading for English Language Learners: A Nonequivalent Quantitative Quasi-Experimental Study.
Lazaro-Farmer, Maggie Marie.

Spanish and English Guided Reading for English Language Learners: A Nonequivalent Quantitative Quasi-Experimental Study. - Ann Arbor : ProQuest Dissertations & Theses, 2019 - 140 p.

Source: Dissertations Abstracts International, Volume: 80-08, Section: A.

Thesis (Ph.D.)--Northcentral University, 2019.

This item must not be sold to any third party vendors.

This study utilized a nonequivalent quantitative quasi-experimental design to determine whether guided reading in Spanish (L1) and English (L2) makes a difference in Spanish-speaking English language learners (ELLs) reading ability in L1 and L2. Archival data from 2016-2017 was used to determinate if guided reading in L1 and L2 improve the acquisition of the ELL's native and second language. Language acquisition theories are essential for understanding how individuals attempt to learn a second language. The research presents a study of the general problem that school districts with high ELL populations lack effective interventions to meet the needs of ELLs having difficulty learning to read. The specific problem in need of a research response was that the effectiveness of guided reading techniques in language acquisition in L1 and L2 and the acquisition of ELLs' L1 and L2 has not been investigated. Four research questions emerged from the archival data. A discussion of the methodology is discussed in the report. The findings of the study provided a nonsignificant difference in guided reading in Spanish and English simultaneously. However, ELLs improving in their native and their second language in regard to eventually become biliterate in both languages provides a positive feeling. In the study are included the Implications of the findings, recommendation for practice, and recommendation for future research. The implication of the results suggested that the four-day a-week guided reading in L1 and in L2 had little to no impact on the reading ability for the identified ELLs. The recommendations for this study are for federal, state, and local school districts to closely examine the results of the study to help increase interventions for ELLs. This study is a continuation of the search for interventions that will help ELLs who are struggling to meet the expectations of Common Core Standards.

ISBN: 9780438864207Subjects--Topical Terms:

2122778
Bilingual education.

Spanish and English Guided Reading for English Language Learners: A Nonequivalent Quantitative Quasi-Experimental Study.
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