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Influence of Two Instructional Model...

Hassell, Thomasine.

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Influence of Two Instructional Models on Reading Achievement of ESL Middle School Students.

Record Type:	Electronic resources : Monograph/item
Title/Author:	Influence of Two Instructional Models on Reading Achievement of ESL Middle School Students./
Author:	Hassell, Thomasine.
Published:	Ann Arbor : ProQuest Dissertations & Theses, : 2019,
Description:	121 p.
Notes:	Source: Dissertations Abstracts International, Volume: 80-10, Section: A.
Contained By:	Dissertations Abstracts International80-10A.
Subject:	English as a Second Language. -
Online resource:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=13813140
ISBN:	9781392024683

Influence of Two Instructional Models on Reading Achievement of ESL Middle School Students.
Hassell, Thomasine.

Influence of Two Instructional Models on Reading Achievement of ESL Middle School Students. - Ann Arbor : ProQuest Dissertations & Theses, 2019 - 121 p.

Source: Dissertations Abstracts International, Volume: 80-10, Section: A.

Thesis (Ed.D.)--Walden University, 2019.

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

English as second language (ESL) students are not meeting reading proficiency standards compared to their native English-speaking middle school peers. To address the low achievement scores among ESL students, the study site implemented an instructional hub in which trained ESL resource teachers used the sheltered instruction observation protocol (SIOP) model. The purpose of this quasi-experimental study was to examine the difference in reading achievement scores between ESL students who participated in the instructional hub and those who participated in traditional instruction. Krashen's second language acquisition theory and Terrell's natural approach theory provided the framework for the study. Archival data from a sample of 70 ESL students were used for data analysis. A paired-samples t test was used to determine whether the groups reading mean scores (SIOP and traditional) significantly differed from pretest to post test. The results showed that the SIOP group significantly improved or changed their reading scores from pre to post scores, while students who were in traditional group did not. Findings may be used by school district administrators to help teachers use the SIOP model to help ESL students meet reading proficiency standards and graduate from school.

ISBN: 9781392024683Subjects--Topical Terms:

3423938
English as a Second Language.

Influence of Two Instructional Models on Reading Achievement of ESL Middle School Students.
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500 $a Source: Dissertations Abstracts International, Volume: 80-10, Section: A.
500 $a Publisher info.: Dissertation/Thesis.
500 $a Advisor: Hallums, Dr. Mary.
502 $a Thesis (Ed.D.)--Walden University, 2019.
506 $a This item must not be sold to any third party vendors.
520 $a English as second language (ESL) students are not meeting reading proficiency standards compared to their native English-speaking middle school peers. To address the low achievement scores among ESL students, the study site implemented an instructional hub in which trained ESL resource teachers used the sheltered instruction observation protocol (SIOP) model. The purpose of this quasi-experimental study was to examine the difference in reading achievement scores between ESL students who participated in the instructional hub and those who participated in traditional instruction. Krashen's second language acquisition theory and Terrell's natural approach theory provided the framework for the study. Archival data from a sample of 70 ESL students were used for data analysis. A paired-samples t test was used to determine whether the groups reading mean scores (SIOP and traditional) significantly differed from pretest to post test. The results showed that the SIOP group significantly improved or changed their reading scores from pre to post scores, while students who were in traditional group did not. Findings may be used by school district administrators to help teachers use the SIOP model to help ESL students meet reading proficiency standards and graduate from school.
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