Increasing Oral Reading Fluency for First Grade English as a Second Language Learners

Autor/in	King, Kristen C.
Titel	Increasing Oral Reading Fluency for First Grade English as a Second Language Learners
Quelle	(2022), (84 Seiten) PDF als Volltext Verfügbarkeit Ed.D. Dissertation, Wilmington University (Delaware)
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
ISBN	979-8-4268-2550-5
Schlagwörter	Hochschulschrift; Dissertation; Oral Reading; Reading Fluency; English Language Learners; Elementary School Students; Emergent Literacy; Reading Tests; Scores; Grade 1; Elementary School Teachers; Achievement Gains; English (Second Language); Second Language Learning; Second Language Instruction; Meetings; Educational Strategies; Reading Instruction; Instructional Effectiveness; Teacher Attitudes; Dynamic Indicators of Basic Early Literacy Skills (DIBELS) + Suchen Sie Ihr Suchwort? Thesis; Dissertations; Academic thesis; Oral work; Reading; Mündliche Übung; Leseprozess; Lesen; Frühleseunterricht; Lesetest; School year 01; 1. Schuljahr; Schuljahr 01; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Achievement gain; Leistungssteigerung; English as second language; English; Second Language; Englisch als Zweitsprache; Zweitsprachenerwerb; Fremdsprachenunterricht; Meeting; Tagung; Lehrstrategie; Leseunterricht; Unterrichtserfolg; Lehrerverhalten
Abstract	Students who receive English Learner (EL) services at Forest Oak Elementary School in Newark, Delaware, do so through a pull-out model of instruction. They meet with an EL coach in a separate setting for instruction on reading, writing, speaking, and listening in English. A first-grade teacher at Forest Oak Elementary School participated in this study with the goal of improving oral reading fluency scores for EL students by establishing consistent communication and collaboration with the EL coach. Data was collected for all students in the first-grade classroom beginning in September 2021. The bi-weekly meetings took place from October 2021 through January 2022. The study sought to determine if students who receive EL services could demonstrate at least 15% growth on their DIBELS (Dynamic Indicators of Basic Early Literacy Skills) composite scores between the beginning of the year (BOY) and middle of the year (MOY). To better support students with language needs throughout their oral reading fluency development, the classroom teacher and EL coach met bi-weekly to discuss strengths, strategies, and concerns. The classroom teacher implemented the strategies discussed and continued to collect data from all students to monitor growth and determine the need for additional support. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.] (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01