Browsing by Subject "English language learner"
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Item Considering the disparate impact of test-based retention policy on low-income, minority, and English language learner children in Texas(2011-12) Patrick, Ertha Smith; Vasquez Heilig, Julian; Butler, Shari; Reddick, Richard; Rhodes, Lodis; Reyes, PedroThis dissertation evaluates disparate impact of test-based retention (TBR) policy on historically disadvantaged student groups in the State of Texas, and determines school characteristics that statistically predict retention and may contribute to disparate impact. The research literature on TBR is limited, as most grade retention research precedes the increase in use of TBR policy across the United States. Based on descriptive analysis, there were considerable increases in retention rates for low-income, African American, Latino, and English Language Learner (ELL) children compared to their less-disadvantaged counterparts, after TBR was implemented. Using multiple regression analysis, schools with higher percentages of low-income students, ELL students, beginning teachers, and higher percentages of low-income students in their school district were found to have higher retention rates while schools with higher percentages of White students, White teachers, and Latino teachers were found to have lower retention rates. Additionally, school retention rates were found to vary according to accountability rating.Item Effects of self-regulation on science vocabulary acquisition of third grade English language learners(2011-12) Kim, Woori; Linan-Thompson, Sylvia, 1959-; Rieth, Herbert; Bryant, Diane P.; Sorrells, Audrey; Falcomata, Terry; Beretvas, NatashaThe purpose of this study was to investigate the effects of self-regulation on the acquisition of academic vocabulary of ELLs with learning difficulties. Participants were four third-grade Spanish-speaking ELLs who performed below grade level on a vocabulary test in English and scored below 25% accuracy on a science vocabulary measure. This study employed a multiple probe design across subjects and it consisted of four phases: (a) baseline, (b) self-regulation training, (c) self-regulation, and (d) maintenance. During baseline, participants were provided direct vocabulary instruction. During training, self-regulation with prompts was added to the direct instruction and, during intervention, prompts were removed. The intervention continued until the maintenance phase. Each lesson included instruction of six target words followed by daily tests of those six words. Each session lasted 30-35 minutes, divided into 26-30 minutes for the lesson, followed by 4-5 minutes for testing. This study was conducted over 15 weeks; all lessons were implemented using a script. To document students’ progress on the acquisition of science vocabulary, two daily vocabulary tests were administered during every session. One was a receptive word-knowledge test to measure how many words students understood. The other was an expressive word-knowledge test to measure how well the students understood the words. Furthermore, student interviews were conducted after completion of the study. Results revealed that self-regulation in conjunction with direct instruction was more effective than direct instruction alone not only on receptive word knowledge, but also on expressive word knowledge. Also, students showed a long-term effect in the acquisition of the both types word knowledge. Students had a positive perception of self-regulation, although they preferred different sub-strategies (self-goal setting, self-monitoring, and self-recording). These findings suggest that ELLs with learning difficulties need an intensive intervention beyond direct instruction alone and self-regulation is a critical strategy in formulating such an intensive intervention.Item Enhancing reading comprehension in upper-elementary English language learners : a review(2012-05) Nowadly, AmandaJoe Sullivan; Peña, Elizabeth D.; Sheng, LiThe effects of comprehension-strategy based and decoding/fluency-based reading interventions on the reading comprehension skills of upper-elementary English language learners (ELLs) were evaluated in this review. Nine studies assessing the efficacy of ten interventions were systematically reviewed. Findings showed that comprehension strategy-based interventions were associated with positive gains in reading comprehension, while decoding and fluency-based interventions were not. Support was shown for direct instruction with guided and independent practice, large group discussions, and small-group student-led discussions. Support was also shown for the use of the following comprehension strategies: summarizing the text, identifying the main idea, making personal connections to the text, monitoring vocabulary comprehension, making predictions, asking questions, and visualizing.Item Use of the first language in the adult English language learner classroom(2011-12) Sabb, Janet Ellen; Palmer, Deborah; Horwitz, ElaineUsing the first language (L1) in the English as a Second Language (ESL) or English as a Foreign Language (EFL) classroom has been the topic of debate for decades. What originated as a commonplace practice shifted dramatically in the late 1800s, when for political reasons, the L1 was banned from classroom use. Most second language methods since the 1960’s reflect this decision, by recommending against the inclusion of the L1 in the ESL or EFL classroom. More recently, both researchers and teachers in the field have reopened this previously unquestioned axiom, and now acknowledge the L1 may have numerous advantages for the language learner. This report delineates the support in the literature for the benefits of judiciously using the L1 in the ESL/EFL classroom.