Teacher's use of literacy centers to promote literacy acquisition in first grade bilingual students in a South Texas school: A quasi-experimental study
Abstract
Description
A dissertation Submitted in Partial Fulfillment of the Requirements for the Degree of DOCTOR OF PHILOSOPHY in CURRICULUM AND INSTRUCTION from Texas A&M University-Corpus Christi in Corpus Christi, Texas.
Improving reading performance in Hispanic students continues to be a national and state priority. According to the National Assessment of Educational Progress (NAEP) 2015 reading results, Hispanic students performed lower than other students in 4th grade. Furthermore, poor reading skills are connected to unfavorable life outcomes including incarceration (Sum, Khatiwada, McLaughlin & Palma, 2009). The purpose of this study was to investigate the effectiveness of literacy centers in first grade bilingual classrooms and its relation to students’ Tejas LEE scores. This quasi-experimental study took place in two elementary schools in a South Texas district during an 11 week period. Data were collected through BOY (Beginning of the year) and MOY (Middle of the year) Tejas LEE scores and classroom observations using the Contextual Elements Checklist for Literacy Centers. A nonprobability sample consisted of 104 first grade bilingual students (59 and 45 in the experimental and comparison groups, respectively). Based on the quantitative results from the study, it was concluded that there was no statistically significant difference between those students who participated in literacy centers and those who did not on the basis of academic achievement in Tejas LEE scores. Therefore, the null hypothesis was not rejected. For the qualitative component, frequency coding was determined for each of the contextual elements. The characteristic with the highest frequency for each of the contextual elements are as follows based on the classroom observations: small group instruction (F = 51); students’ familiarity with routines and procedures (F = 59); resources related to literacy task (F = 42); scaffolding among children (F = 38); and literacy centers placed around the perimeter of the classroom (F = 62). Given the growing number of Hispanics and recognizing the reading gap, it is important to find a solution to this problem. This study is a good start in reducing the number of first grade students being retained due to their literacy ability. Further exploration and documentation of literacy centers especially quantitative research may assist in formulating effective instructional change in the future with bilingual students living in “colonias”.
Educational Leadership, Curriculum & Instruction
College of Education and Human Development
Improving reading performance in Hispanic students continues to be a national and state priority. According to the National Assessment of Educational Progress (NAEP) 2015 reading results, Hispanic students performed lower than other students in 4th grade. Furthermore, poor reading skills are connected to unfavorable life outcomes including incarceration (Sum, Khatiwada, McLaughlin & Palma, 2009). The purpose of this study was to investigate the effectiveness of literacy centers in first grade bilingual classrooms and its relation to students’ Tejas LEE scores. This quasi-experimental study took place in two elementary schools in a South Texas district during an 11 week period. Data were collected through BOY (Beginning of the year) and MOY (Middle of the year) Tejas LEE scores and classroom observations using the Contextual Elements Checklist for Literacy Centers. A nonprobability sample consisted of 104 first grade bilingual students (59 and 45 in the experimental and comparison groups, respectively). Based on the quantitative results from the study, it was concluded that there was no statistically significant difference between those students who participated in literacy centers and those who did not on the basis of academic achievement in Tejas LEE scores. Therefore, the null hypothesis was not rejected. For the qualitative component, frequency coding was determined for each of the contextual elements. The characteristic with the highest frequency for each of the contextual elements are as follows based on the classroom observations: small group instruction (F = 51); students’ familiarity with routines and procedures (F = 59); resources related to literacy task (F = 42); scaffolding among children (F = 38); and literacy centers placed around the perimeter of the classroom (F = 62). Given the growing number of Hispanics and recognizing the reading gap, it is important to find a solution to this problem. This study is a good start in reducing the number of first grade students being retained due to their literacy ability. Further exploration and documentation of literacy centers especially quantitative research may assist in formulating effective instructional change in the future with bilingual students living in “colonias”.
Educational Leadership, Curriculum & Instruction
College of Education and Human Development