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

紀錄類型:	書目-電子資源 : Monograph/item
正題名/作者:	Differentiating Literacy Instruction for Engligh Language Learners in a Monolingual Classroom./
作者:	Saroli, Vanessa.
出版者:	Ann Arbor : ProQuest Dissertations & Theses, : 2021,
面頁冊數:	67 p.
附註:	Source: Masters Abstracts International, Volume: 82-12.
Contained By:	Masters Abstracts International82-12.
標題:	Early childhood education. -
電子資源:	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.
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