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| Autor/inn/en | Miller, Rhonda D.; Mackiewicz, Sara Moore; Correa, Vivian I. |
|---|---|
| Titel | A Multi-Modal Intervention for English Language Learners: Preliminary Results |
| Quelle | In: Education and Treatment of Children, 40 (2017) 2, S.209-232 (24 Seiten)Infoseite zur Zeitschrift
PDF als Volltext |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
| ISSN | 0748-8491 |
| Schlagwörter | English Language Learners; Intervention; Program Effectiveness; Spanish Speaking; Grade 3; Elementary School Students; Culturally Relevant Education; Identification (Psychology); Ethnicity; Reading Materials; Language Usage; Pictorial Stimuli; Vocabulary Development; Language Skills; Books; Bilingualism; Mexican Americans; Story Telling; Oral Reading |
| Abstract | Finding culturally responsive practices that are engaging for students is even more important with the ever-increasing population of English Language Learners (ELLs) in the United States. The challenges of a language barrier can contribute to low achievement and high dropout rates. This 16-week study examined the effects of authoring and sharing dual-language identity texts on the narrative skills of 3 Spanish-speaking ELLs who were in the third grade. Specifically, we examined discourse length and lexical diversity. In this culturally responsive intervention, students authored and read dual-language identity texts. Language samples were elicited in the form of story generations prompted by randomly selected photographs. Results of the study indicate that 2 of the 3 participants made notable gains in vocabulary and narrative skill performance. Implications for practice and future research are discussed. (As Provided). |
| Anmerkungen | West Virginia University Press. P.O. Box 6295, West Virginia University, Morgantown, WV 26506. Tel: 866-988-7737; Tel: 304-293-8400; Fax: 304-293-6585; Web site: http://www.wvupress.com/index.php |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2020/1/01 |
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