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Effective Teaching Strategies for Predicting Reading Growth in English Language Learners.

Record Type:	Language materials, manuscript : Monograph/item
Title/Author:	Effective Teaching Strategies for Predicting Reading Growth in English Language Learners./
Author:	Melgarejo, Melina.
Description:	1 online resource (57 pages)
Notes:	Source: Dissertation Abstracts International, Volume: 79-02(E), Section: A.
Contained By:	Dissertation Abstracts International79-02A(E).
Subject:	Instructional design. -
Online resource:	click for full text (PQDT)
ISBN:	9780355429855

Effective Teaching Strategies for Predicting Reading Growth in English Language Learners.
Melgarejo, Melina.

Effective Teaching Strategies for Predicting Reading Growth in English Language Learners. - 1 online resource (57 pages)

Source: Dissertation Abstracts International, Volume: 79-02(E), Section: A.

Thesis (Ph.D.)

Includes bibliographical references

The goal of the present study was to examine how effective use of teaching strategies predict reading growth among a sample of English Language Learners. The study specifically examined whether the types of teaching strategies that predict growth in decoding skills also predict growth in comprehension skills. The sample consisted of students in 1st grade (n=115) and 2 nd grade (n=95) who were identified as English Language Learners by their California English Language Development Test (CELDT) scores. Students were assessed with decoding and comprehension reading measures in the Fall of the first year of the study and in the Fall of the second year of the study. Classroom observations were conducted at three time points during the school year during language arts instruction. The English Language Learner Classroom Observation Instrument was completed to record objective measures of reading instruction during classroom activities. A total of 24 first-grade (n=14) and second-grade (n=10) classrooms were observed over the course of the first year of the study. Our findings suggest that teaching strategies are differentially effective for different reading skills and outcomes. This suggests that instructional intent is important to consider in the implementation of teaching strategies. Growth in beginning stages of reading such as sight-word reading might be associated primarily with strategies targeting engagement, while reading skills such as decoding and comprehension require strategies in which the teacher is focused on modeling skills and strategies and monitoring student comprehension. Our preliminary analyses suggest that there are different sets of strategies that are uniquely effective depending on the desired reading outcome.

Electronic reproduction.
Ann Arbor, Mich. :
ProQuest,
2018

Mode of access: World Wide Web

ISBN: 9780355429855Subjects--Topical Terms:

1148462
Instructional design.
Index Terms--Genre/Form:

554714
Electronic books.

Effective Teaching Strategies for Predicting Reading Growth in English Language Learners.
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500 $a Source: Dissertation Abstracts International, Volume: 79-02(E), Section: A.
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502 $a Thesis (Ph.D.) $c University of California, Santa Barbara $d 2017.
504 $a Includes bibliographical references
520 $a The goal of the present study was to examine how effective use of teaching strategies predict reading growth among a sample of English Language Learners. The study specifically examined whether the types of teaching strategies that predict growth in decoding skills also predict growth in comprehension skills. The sample consisted of students in 1st grade (n=115) and 2 nd grade (n=95) who were identified as English Language Learners by their California English Language Development Test (CELDT) scores. Students were assessed with decoding and comprehension reading measures in the Fall of the first year of the study and in the Fall of the second year of the study. Classroom observations were conducted at three time points during the school year during language arts instruction. The English Language Learner Classroom Observation Instrument was completed to record objective measures of reading instruction during classroom activities. A total of 24 first-grade (n=14) and second-grade (n=10) classrooms were observed over the course of the first year of the study. Our findings suggest that teaching strategies are differentially effective for different reading skills and outcomes. This suggests that instructional intent is important to consider in the implementation of teaching strategies. Growth in beginning stages of reading such as sight-word reading might be associated primarily with strategies targeting engagement, while reading skills such as decoding and comprehension require strategies in which the teacher is focused on modeling skills and strategies and monitoring student comprehension. Our preliminary analyses suggest that there are different sets of strategies that are uniquely effective depending on the desired reading outcome.
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650 4 $a Reading instruction. $3 1148440
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