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Tuesday, May 14, 2019

Teaching Reading to Middle School English-Language Learners


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Description
Teachers of English-language learners who struggle to read should be knowledgeable about the processes and manifestation of second language acquisition, the relationship between L1 and L2, and the ways in which culture influences teaching and learning so as to be able to draw on that knowledge in planning effective reading instruction. While recent research suggests that critical features of effective reading instruction for native English-speakers are also effective for EL learners (Vaughn, Mathes, Linan-Thompson, & Francis, 2005), additional emphasis on language development is needed (Fitzgerald, 1995; Lesaux & Siegel, 2003; Meltzer & Hamann, 2004) for students learning in their second language.

The goals of this investigation were to explore teachers’ beliefs about effective reading instruction for middle school English language learners, to uncover teachers’ thinking in regards to modifying their reading instruction for EL learners with LD, to chronicle the content and methods implemented by the different participants as either noted in my observations or described by teachers, and to identify the challenges and successes these teachers had experienced. Given the goals of the investigation, the
methods most suitable for approaching and carrying out this endeavor were qualitative in nature.

Content:-
List of Tables
CHAPTER I: INTRODUCTION
CHAPTER II: LITERATURE REVIEW
CHAPTER III: RESEARCH DESIGN
CHAPTER IV: TEACHER PORTRAITS
CHAPTER V: FINDINGS
CHAPTER VI: DISCUSSION AND IMPLICATIONS
Appendix A: Teacher Consent Form
Appendix B: Parental Consent Form-Spanish
Appendix C: Parental Consent Form-English
Appendix D: Assent Form
Appendix E: Interview Guide
Appendix F: Teacher Demographic Questionnaire
Appendix G: Researcher As Instrument Statement
References
Vita

Author Details
"Brenda-Jean Tyler, B. A.; M.Ed."




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