| 21 |
THE IMPACT OF A SUPPLEMENTAL READING INTERVENTION ON THE LITERACY SKILLS OF ENGLISH LANGUAGE LEARNERS AND NATIVE ENGLISH-SPEAKING FIRST GRADE CHILDREN
|
|
|
|
In: Dissertations - ALL (2016)
|
|
Abstract:
A growing body of research has shown that interventions originally developed to help monolingual students with early reading skills offer the type of instruction necessary and effective for English language learners as well. While the research on effective early reading interventions for English language learners is expanding, the majority of the research focuses on students whose native language is Spanish. The purpose of the present study was to investigate the effectiveness of a supplemental reading program that emphasizes phoneme awareness and phonics with small groups of both native English-speakers and ELLs whose first language is not Spanish. This study utilized a multiple-baseline-across-participants design to investigate the effects of the intervention. Analyses included gain score analysis from pretest to posttest, descriptive and visual analysis of nonsense word probe data, and four different non-overlap indices. Findings indicate that small reading groups composed of ELLs from a variety of non-Spanish language backgrounds and native English-speakers benefitted from the code-oriented intervention, reinforcing the use of evidence-based instruction and more inclusive grouping practices for instruction. When disaggregated by language status, both ELLs and native English-speakers benefitted from the supplemental reading instruction. No consistent pattern was seen for the ELLs between pretreatment receptive vocabulary and gain scores. Educational implications and areas for future research are discussed.
|
|
Keyword:
Arts and Humanities; Early reading intervention; English language learners; phonics; phonological awareness
|
|
URL: https://surface.syr.edu/etd/428
https://surface.syr.edu/cgi/viewcontent.cgi?article=1428&context=etd
|
|
BASE
|
|
Hide details
|
|
|
| 22 |
Consciência fonológica e o desenvolvimento da leitura: um estudo de caso no segundo ano de escolaridade
|
|
|
|
BASE
|
|
Show details
|
|
|
| 23 |
Developing phonological awareness in English language through poems and nursery rhymes ; Desenvolvendo a consciência fonológica em língua inglesa através de poems e nursery rhymes
|
|
|
|
In: ArReDia; v. 5, n. 9 (2016); 1-14 ; 2316-6169 (2016)
|
|
BASE
|
|
Show details
|
|
|
| 24 |
Aspectos linguísticos emergentes em sessões de teletandem: uma análise a partir da conscientização da linguagem
|
|
|
|
BASE
|
|
Show details
|
|
|
| 25 |
The Effects of Training in Music and Phonological Skills on Phonological Awareness in 4- to 6-Year-Old Children of Immigrant Families
|
|
|
|
In: Frontiers in Psychology 7:1647 doi:10.3389/fpsyg.2016.01647 (2016)
|
|
BASE
|
|
Show details
|
|
|
| 26 |
Polacy, Rosjanie i Niemcy wobec wartości. Hierarchia i sposoby rozumienia jednostek aksjologicznych
|
|
|
|
BASE
|
|
Show details
|
|
|
| 27 |
Archeologia świadomości językowej Polaków i Rosjan. Analiza porównawcza na materiałach polskiego i rosyjskiego słownika asocjacyjnego
|
|
|
|
BASE
|
|
Show details
|
|
|
| 28 |
The Linguistic Peculiarities of the English Substantive Constructions in Oral Monologues ; ЛІНГВІСТИЧНІ ОСОБЛИВОСТІ АНГЛІЙСЬКИХ СУБСТАНТИВНИХ КОНСТРУКЦІЙ У МОНОЛОГІЧНОМУ МОВЛЕННІ
|
|
|
|
In: Vìsnik KNLU. Serìâ “Psihologìâ ta pedagogìka” / Visnyk KNLU. Series "Pedagogy and Psychology"; № 21 (2012): № 21 ; ВІСНИК КИЇВСЬКОГО НАЦІОНАЛЬНОГО ЛІНГВІСТИЧНОГО УНІВЕРСИТЕТУ. Серія Педагогіка та Психологія; № 21 (2012): Випуск 21 ; 2518-1408 ; 2412-9283 (2016)
|
|
BASE
|
|
Show details
|
|
|
| 29 |
Consciência fonológica na Língua de Sinais Brasileira (Libras) em crianças e adolescentes surdos com início da aquisição da primeira língua (Libras) precoce ou tardio
|
|
|
|
BASE
|
|
Show details
|
|
|
| 30 |
Levels of phonological awareness, working memory, and lexical knowledge in elementary school children
|
|
|
|
BASE
|
|
Show details
|
|
|
| 31 |
Fazendo política linguística em sala de aula : ações didático-pedagógicas pela manutenção da língua minoritária hunsrückisch
|
|
|
|
BASE
|
|
Show details
|
|
|
| 32 |
Fazendo política linguística em sala de aula : ações didático-pedagógicas pela manutenção da língua minoritária hunsrückisch
|
|
|
|
BASE
|
|
Show details
|
|
|
| 34 |
The Within- and Cross-language Role of Syntactic Awareness in Reading Comprehension Among French Immersion Students
|
|
|
|
BASE
|
|
Show details
|
|
|
| 35 |
A configuração do ensino da Gramática nos novos manuais de Português do 9.º ano ; The configuration of Grammar teaching in Portuguese language textbooks of the 9th grade
|
|
|
|
BASE
|
|
Show details
|
|
|
| 36 |
Musical plus phonological input for young foreign language readers
|
|
|
|
BASE
|
|
Show details
|
|
|
| 37 |
Facilitators of the learning process of writing in early ages ; Facilitadores del proceso de aprendizaje de la escritura en las primeras edades
|
|
|
|
In: Anales de Psicología / Annals of Psychology; Vol. 33 No. 1 (2017); 32-39 ; Anales de Psicología / Annals of Psychology; Vol. 33 Núm. 1 (2017); 32-39 ; 1695-2294 ; 0212-9728 (2016)
|
|
BASE
|
|
Show details
|
|
|
| 38 |
The Effects of Combining Peer-Assisted Learning Strategies and Incremental Rehearsal on Non-Spanish-Speaking English Language Learners' Reading Achievement
|
|
|
|
BASE
|
|
Show details
|
|
|
| 39 |
Enhancing Metalinguistic Awareness Through Collaborative Computer‑assisted Specialised Translation : A Rationale for the WALLeT Project
|
|
|
|
BASE
|
|
Show details
|
|
|
| 40 |
The Effect of Awareness Raising Through Metacognitive Strategy-based Instruction on ESP Learners’ Reading Comprehension
|
|
|
|
In: Journal of Applied Linguistics, Vol 9, Iss 18, Pp 65-77 (2016) (2016)
|
|
BASE
|
|
Show details
|
|
|
|
|
