東華大學圖書館 |

Language: English

Help

回圖書館首頁

手機版館藏查詢

Back

Switch To: Labeled | MARC Mode | ISBD

Linked to FindBook

Google Book

Amazon

博客來

Differentiating Literacy Instruction for Engligh Language Learners in a Monolingual Classroom.

Record Type:	Electronic resources : Monograph/item
Title/Author:	Differentiating Literacy Instruction for Engligh Language Learners in a Monolingual Classroom./
Author:	Saroli, Vanessa.
Published:	Ann Arbor : ProQuest Dissertations & Theses, : 2021,
Description:	67 p.
Notes:	Source: Masters Abstracts International, Volume: 82-12.
Contained By:	Masters Abstracts International82-12.
Subject:	Early childhood education. -
Online resource:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=28542331
ISBN:	9798515200886

Differentiating Literacy Instruction for Engligh Language Learners in a Monolingual Classroom.
Saroli, Vanessa.

Differentiating Literacy Instruction for Engligh Language Learners in a Monolingual Classroom. - Ann Arbor : ProQuest Dissertations & Theses, 2021 - 67 p.

Source: Masters Abstracts International, Volume: 82-12.

Thesis (M.Ed.)--The William Paterson University of New Jersey, 2021.

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

Many English Language Learners (ELLs) are not receiving the proper instruction that is needed for them to learn English in a monolingual classroom. A lack of support in regular classrooms affects students' academic achievement. The research question of this study is in what ways does differentiating literacy instruction improve English Language Learners (ELLs)' reading and writing in a monolingual classroom? The study is framed by theoretical perspectives. This framework includes the following theories: Zone of Proximal Development (Vygotsky, 1978) and Second Language Acquisition (Krashen, 1981). A review of the literature in this study examines research studies that looked at exemplary instruction for ELLs in a regular classroom, language and literacy development for ELLs, and grouping for ELLs. The study was conducted twice a week for seven weeks in a first-grade classroom with six ELLs mixed with non-ELLs during small group literacy instruction. A variety of data sources were collected throughout a total of seven weeks during daily virtual instruction. In order to address the research questions, the following data sources were used: district benchmark assessments, weekly reading comprehension tests; weekly online spelling word assessments, field notes during small group reading instruction, and through a peer interaction observation checklist. All data was collected electronically. Study participants are six ELL participants in a monolingual classroom of the teacher researcher. The sources of data were compared by the teacher-researcher to find emerging themes and patterns. Three major themes were identified: participation and engagement/peer-to-peer interaction, improved quality of ELLs reading and writing, and visuals used during small literacy group instruction. This study implies the importance of tailoring literacy instruction with ELLs in a monolingual classroom in order to meet their academic and language needs.

ISBN: 9798515200886Subjects--Topical Terms:

518817
Early childhood education.
Subjects--Index Terms:

Content

Differentiating Literacy Instruction for Engligh Language Learners in a Monolingual Classroom.
LDR:03204nmm a2200373 4500 001 2345378
005 20230119153233.5
008 241004s2021 ||||||||||||||||| ||eng d
020 $a 9798515200886
035 $a (MiAaPQ)AAI28542331
035 $a AAI28542331
040 $a MiAaPQ $c MiAaPQ
100 1 $a Saroli, Vanessa. $3 3684306
245 1 0 $a Differentiating Literacy Instruction for Engligh Language Learners in a Monolingual Classroom.
260 1 $a Ann Arbor : $b ProQuest Dissertations & Theses, $c 2021
300 $a 67 p.
500 $a Source: Masters Abstracts International, Volume: 82-12.
500 $a Advisor: Hong, Carrie E.
502 $a Thesis (M.Ed.)--The William Paterson University of New Jersey, 2021.
506 $a This item must not be sold to any third party vendors.
520 $a Many English Language Learners (ELLs) are not receiving the proper instruction that is needed for them to learn English in a monolingual classroom. A lack of support in regular classrooms affects students' academic achievement. The research question of this study is in what ways does differentiating literacy instruction improve English Language Learners (ELLs)' reading and writing in a monolingual classroom? The study is framed by theoretical perspectives. This framework includes the following theories: Zone of Proximal Development (Vygotsky, 1978) and Second Language Acquisition (Krashen, 1981). A review of the literature in this study examines research studies that looked at exemplary instruction for ELLs in a regular classroom, language and literacy development for ELLs, and grouping for ELLs. The study was conducted twice a week for seven weeks in a first-grade classroom with six ELLs mixed with non-ELLs during small group literacy instruction. A variety of data sources were collected throughout a total of seven weeks during daily virtual instruction. In order to address the research questions, the following data sources were used: district benchmark assessments, weekly reading comprehension tests; weekly online spelling word assessments, field notes during small group reading instruction, and through a peer interaction observation checklist. All data was collected electronically. Study participants are six ELL participants in a monolingual classroom of the teacher researcher. The sources of data were compared by the teacher-researcher to find emerging themes and patterns. Three major themes were identified: participation and engagement/peer-to-peer interaction, improved quality of ELLs reading and writing, and visuals used during small literacy group instruction. This study implies the importance of tailoring literacy instruction with ELLs in a monolingual classroom in order to meet their academic and language needs.
590 $a School code: 0610.
650 4 $a Early childhood education. $3 518817
650 4 $a English as a second language--ESL. $3 3423990
653 $a Content
653 $a Differentiated instruction
653 $a English language learners (ELLs)
653 $a Monolingual students
653 $a Theory of second language acquisition
653 $a Zone of proximal development (ZPD)
690 $a 0441
690 $a 0518
710 2 $a The William Paterson University of New Jersey. $b Literacy. $3 3186223
773 0 $t Masters Abstracts International $g 82-12.
790 $a 0610
791 $a M.Ed.
792 $a 2021
793 $a English
856 4 0 $u http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=28542331