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Total participation techniques to in...

de la Isla, Anita S.

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Total participation techniques to increase academic language in English language learners.

紀錄類型:	書目-電子資源 : Monograph/item
正題名/作者:	Total participation techniques to increase academic language in English language learners./
作者:	de la Isla, Anita S.
面頁冊數:	161 p.
附註:	Source: Dissertation Abstracts International, Volume: 77-10(E), Section: A.
Contained By:	Dissertation Abstracts International77-10A(E).
標題:	English as a second language. -
電子資源:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=10107955
ISBN:	9781339713366

Total participation techniques to increase academic language in English language learners.
de la Isla, Anita S.

Total participation techniques to increase academic language in English language learners. - 161 p.

Source: Dissertation Abstracts International, Volume: 77-10(E), Section: A.

Thesis (Ed.D.)--Dallas Baptist University, 2015.

With this study, the researcher explored the utilization of total participation techniques (TPT) in the classroom and the impact on reading achievement, as defined by the scale score of the State of Texas Assessment of Academic Readiness (STAAR) reading test, for English Language Learners (ELL). The first purpose of the study was to determine whether there was a significant difference in reading achievement for ELLs when teachers utilize TPTs in the classroom versus classrooms where TPTs were not intentionally utilized. The other purpose of the study was to investigate whether there was a significant difference in reading achievement between students who reached the threshold for academic language acquisition by meeting the exit criteria set by the state of Texas and those who had not in both TPT schools and non-TPT schools.

ISBN: 9781339713366Subjects--Topical Terms:

516208
English as a second language.

Total participation techniques to increase academic language in English language learners.
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520 $a With this study, the researcher explored the utilization of total participation techniques (TPT) in the classroom and the impact on reading achievement, as defined by the scale score of the State of Texas Assessment of Academic Readiness (STAAR) reading test, for English Language Learners (ELL). The first purpose of the study was to determine whether there was a significant difference in reading achievement for ELLs when teachers utilize TPTs in the classroom versus classrooms where TPTs were not intentionally utilized. The other purpose of the study was to investigate whether there was a significant difference in reading achievement between students who reached the threshold for academic language acquisition by meeting the exit criteria set by the state of Texas and those who had not in both TPT schools and non-TPT schools.
520 $a The researcher used a quantitative research design with data gathered from four elementary campuses during the 2013-2014 school year. Each hypothesis was tested using independent-samples t-tests. The findings of the study indicated ELLs in TPT schools have significantly higher reading achievement scores than ELLs in non-TPT schools. The findings of the study also indicated ELLs who reached the threshold for academic language acquisition by meeting the program exit criteria set by the state of Texas had significantly higher scores than ELLs who had not in both TPT and non-TPT schools.
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