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首页> 外文学位 >Intervention program for long-term English Learners: A study of long-term English learners' literacy performance in a reading intervention program at Falcon School District.
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Intervention program for long-term English Learners: A study of long-term English learners' literacy performance in a reading intervention program at Falcon School District.

机译：长期英语学习者干预计划：在Falcon学区的阅读干预计划中对长期英语学习者的读写能力进行研究。

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摘要

The purpose of this sequential explanatory embedded mixed methods study was to: (a) investigate and describe the academic performance of eighth grade students in the Falcon School District (FSD) who were designated as Long Term English Learners (LTELs) and participants in FSD's reading intervention program during their fourth through eighth grade years from 2009-2013, (b) explore the insights of FSD reading intervention teachers as related to LTELs' academic performance data, and (c) discern the strengths and weaknesses of the reading intervention program in general and as related to Olsen's recommend components for a successful Long Term English Learner program.;This study utilized a sequential explanatory embedded mixed methods design to gather quantitative and qualitative data. This study was sequential embedding because primary data (quantitative) were obtained prior to obtaining secondary data (qualitative). Quantitative data consisted of LTEL academic performance data and qualitative data consisted of 10 reading intervention teacher's insights. The process for embedding data occurred when primary (quantitative) data were utilized when reading intervention teachers' insights were explored to further explain primary data (student's academic performance data) and then further obtaining their perceptions of the reading intervention program.;Four conclusions resulted from this study. First, LTEL academic performance is affected by teacher expectations for students. Second, LTELs' academic performance is affected positively by teachers' instructional practices pertaining to implementation of differentiated strategies to support LTELs' needs for maximum rigor in order to access grade level content and specialized academic language support (such as focus on comprehension, vocabulary development, and advanced grammatical structures needed to comprehend academic language). Third, LTEL academic performance is positively impacted if LTEL students are placed in a program that gives them opportunities to accelerate their progress by formally monitoring their academic progress and teacher practices. The fourth conclusion evolved when gathering the qualitative data; LTEL academic performance is positively affected by the inclusion of mixed grouping in the classroom environment if teachers are ready to support them for success in integrated settings.
机译：这项循序渐进的解释性混合方法研究的目的是：（a）调查并描述Falcon学区（FSD）的八年级学生的学习成绩，这些学生被指定为长期英语学习者（LTELs）和FSD阅读的参与者从2009年至2013年的四年级至八年级的干预计划，（b）探索与LTELs的学习成绩数据相关的FSD阅读干预教师的见解，以及（c）总体上了解阅读干预计划的优缺点并与Olsen的成功长期英语学习者计划的推荐组件有关。本研究利用顺序解释性嵌入式混合方法设计来收集定量和定性数据。这项研究是顺序嵌入的，因为在获取次要数据（定性）之前先获取了主要数据（定量）。定量数据由LTEL学习成绩数据组成，而定性数据则由10位阅读干预教师的见解组成。当阅读干预教师的见解被用来进一步解释原始数据（学生的学习成绩数据），进而进一步获得他们对阅读干预计划的理解时，利用原始（定量）数据进行数据嵌入的过程就发生了。这项研究。首先，LTEL的学习成绩受到老师对学生期望的影响。其次，LTEL的学习成绩受到教师教学实践的积极影响，这些实践与实施差异化策略有关，以支持LTEL达到最大严谨性的要求，以便获得年级水平的内容和专业的学术语言支持（例如专注于理解，词汇发展，和理解学术语言所需的高级语法结构）。第三，如果将LTEL学生安排到一个计划中，使他们有机会通过正式监控他们的学业进展和教师实践来加速其进步，那么LTEL的学业成绩将受到积极影响。第四个结论是在收集定性数据时得出的。如果教师愿意在综合环境中支持他们，LTEL的学习成绩会受到课堂环境中混合分组的积极影响。

著录项

  • 作者

    Ayala, Erika.;

  • 作者单位

    Pepperdine University.;

  • 授予单位 Pepperdine University.;
  • 学科 Middle school education.;Reading instruction.;English as a second language.
  • 学位 Ed.D.
  • 年度 2016
  • 页码 239 p.
  • 总页数 239
  • 原文格式 PDF
  • 正文语种 eng
  • 中图分类
  • 关键词

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