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Self-Efficacy and Attitudes for Vocabulary Strategies Among English Learners and Native Speakers
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In: Literacy, Language, and Culture Faculty Publications and Presentations (2020)
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| 2 |
Digital Storytelling with English Language Learning Families
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In: Faculty Publications: Department of Teaching, Learning and Teacher Education (2020)
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| 3 |
Self-Efficacy and Attitudes for Vocabulary Strategies Among English Learners and Native Speakers
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In: Reading Horizons: A Journal of Literacy and Language Arts (2020)
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| 4 |
Pre-service Teachers’ Confidence and Attitudes toward Teaching English Learners
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In: Faculty Publications: Department of Teaching, Learning and Teacher Education (2017)
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| 5 |
A Study of Home Emergent Literacy Experiences of Young Latino English Learners
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In: Faculty Publications: Department of Teaching, Learning and Teacher Education (2016)
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| 6 |
Learning Vocabulary with Apps: From Theory to Practice
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In: The Nebraska Educator: A Student-Led Journal (2015)
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| 7 |
Bringing Literacy Home: Latino Families Supporting Children's Literacy Learning
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In: Faculty Publications: Department of Teaching, Learning and Teacher Education (2014)
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| 8 |
The Effect of Morphological Strategies Training for English Language Learners
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In: Research and Evaluation in Literacy and Technology (2014)
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| 10 |
Annual Progress Report: Nebraska Reading First two year implementation
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In: Research and Evaluation in Literacy and Technology (2006)
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Abstract:
This report outlines the results of a two year implementation of the Nebraska's Reading First initiative. Over three thousand six hundred students from Kindergarten to Third grade were included in the project. Results indicated significant growth across all demographic groups. Student performance in the earlier grades has shown great promise for later years. Growth in fluency and comprehension in grades 2 and 3 were not as impressive and require additional attention. The assessment results were triangulated by observations in the classrooms, interviews, and teacher responses to professional development- teachers know how to teach Phonemic Awareness and the alphabetic principle but were still struggling with finding time and effective strategies for fluency, comprehension strategies, and self monitoring. Growing gaps for special education student, Ethnic minorities and English Learners suggest an emphasis on the secondary and tertiary levels of intervention in the schools. (Contains 25 figures and 11 tables.)
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Keyword:
Education; Evaluation; Nebraska; Reading First; student achievement
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URL: https://digitalcommons.unl.edu/cgi/viewcontent.cgi?article=1008&context=cehsgpirw
https://digitalcommons.unl.edu/cehsgpirw/9
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