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Title: Phenomenological study of urban elementary teachers with proficient English language learners.
Creator: Webley, Tracy, Martin, Suzanne, Levin, Judith, Grissom, Donita, Theis, Elizabeth, University of Central Florida
Abstract / Description: The purpose of this qualitative, phenomenological study was to explore the lived experiences of fourth grade teachers working in a large urban school district, where the achievement gap between English Language Learners (ELLs) and non-ELLs was smaller when compared to other schools within the district. The problem originated from the need to consider factors beyond teacher training that potentially influenced academic achievement. The research question guiding this study asked: What are the...
Show moreThe purpose of this qualitative, phenomenological study was to explore the lived experiences of fourth grade teachers working in a large urban school district, where the achievement gap between English Language Learners (ELLs) and non-ELLs was smaller when compared to other schools within the district. The problem originated from the need to consider factors beyond teacher training that potentially influenced academic achievement. The research question guiding this study asked: What are the lived experiences of 4th grade teachers who have taught at identified elementary schools, where ELL students have demonstrated proficiency on the ELA portion of the state standards assessment? The framework in this study was based on previous research that utilized models rooted in social interactionist theory, sociocultural theory, and social constructivism.Participants in this study were selected from Title I schools with the most narrow achievement gap between ELL sub-groups and non-ELL sub-groups, compared to other schools in the district. Purposive sampling was used to identify 10 participants, including at least one teacher from each of the five identified schools. Semi-structured interviews were conducted to answer the research questions. Five themes emerged and included: (a) language as a barrier to traditional teaching methods; (b) student growth as a primary success; (c) using visuals and other non-verbal instruction; (d) small groups; and (e) building relationships with parents. The themes confirmed findings from previous research, aligned to the theoretical framework, and the themes were used to inform effective teaching practices and guide future research.
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Date Issued: 2019
Identifier: CFE0007741, ucf:52397
Format: Document (PDF)
PURL: http://purl.flvc.org/ucf/fd/CFE0007741

Title: ELL AND NON-ELL STUDENTSÃ‚Â' MISCONCEPTIONS ABOUT HEAT AND TEMPERATURE IN MIDDLE SCHOOL.
Creator: Weiss, Leah, Jeanpierre, Bobby, University of Central Florida
Abstract / Description: ABSTRACT All students come to the classroom with their own ideas about a number of science phenomena. In the classroom setting, English language learners may have ideas about heat and temperature that present additional challenges for teachers. In fact, their ideas can stem from many different influences and English language learners (ELL), in particular, may have misconceptions about topics and language barriers, or misconceptions, that are culturally or language-based (Lee, 2001). This...
Show moreABSTRACT All students come to the classroom with their own ideas about a number of science phenomena. In the classroom setting, English language learners may have ideas about heat and temperature that present additional challenges for teachers. In fact, their ideas can stem from many different influences and English language learners (ELL), in particular, may have misconceptions about topics and language barriers, or misconceptions, that are culturally or language-based (Lee, 2001). This action research thesis was performed to explore the research questions: How did my use of formative assessment affect ELL studentsÃ‚Â' misconceptions about heat?, How did my use of formative assessment uncover studentsÃ‚Â' misconceptions about heat? Formative assessments were used in the classroom to uncover studentsÃ‚Â' misconceptions about heat and temperature. The students performed labs based on the formative assessment activity sheets. The students answer before and after questions related to the labs. Data were collected and analyzed to examine changes in ELL studentsÃ‚Â' conceptions of heat and temperature. Data showed that some ELL students changed their ideas about heat and temperature but other misconceptions remained. Time allotted to instruction and alignment of laboratory activities with formative assessments need to be further explored to address changing studentsÃ‚Â' ideas about heat and temperature.
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Date Issued: 2010
Identifier: CFE0003238, ucf:48534
Format: Document (PDF)
PURL: http://purl.flvc.org/ucf/fd/CFE0003238

Title: An Analysis of School-District Level Policy and Guidelines Related to English Language Learners' Enrollment and Achievement in Advanced Courses.
Creator: Ceballos, Marjorie, Taylor, Rosemarye, Doherty, Walter, Baldwin, Lee, Nutta, Joyce, University of Central Florida
Abstract / Description: The purpose of this study was to examine the relationship of school district policy, guidelines, and practices related to the enrollment and achievement of English learners (EL) in advanced coursework in middle school and high school in a large urban school district in the United States. There is a dearth of research on the effect that school district-level policies, guidelines, and practices have on the enrollment and achievement of ELs in advanced courses in middle school and high school....
Show moreThe purpose of this study was to examine the relationship of school district policy, guidelines, and practices related to the enrollment and achievement of English learners (EL) in advanced coursework in middle school and high school in a large urban school district in the United States. There is a dearth of research on the effect that school district-level policies, guidelines, and practices have on the enrollment and achievement of ELs in advanced courses in middle school and high school. Existing research on ELs provides information on this group's academic achievement on national and state standardized measurements of achievement (Walqui (&) Pease-Alvarez, 2012) such as the National Assessment of Educational Progress, the Florida Comprehensive Assessment Test, and other state standardized assessments in the United States. However, there is an absence of research concerning this group's achievement in advanced courses at the middle school and high school levels. Moreover, there is also an absence of research on this group's achievement on college-level examinations (e.g., Advanced Placement and International Baccalaureate). This study contributed to the body of knowledge on the impact of educational policy, guidelines, and recommended practices on student acceleration, specifically the acceleration of ELs through their enrollment and achievement in advanced coursework at the middle school and high school level in the United States. The analysis of this group's enrollment and achievement consisted of (1) an examination of the group's enrollment from 2009-2014 in advanced coursework in grades 6-12, (2) an analysis of this group's achievement in advanced coursework from 2009-2014 in grades 6-12, and (3) an examination of school district policy via school district policy and guideline documents and school-based curriculum guides. Initial findings from the analysis completed point to an uneven EL course enrollment in advanced coursework in mathematics, English, science, and social studies across the 57 schools included within the study from 2009-2014. At the high school level, EL course enrollment in advanced coursework is small; the high school with the highest proportion of EL course enrollment had 9.7 percent EL course enrollment. Overall, EL course enrollment comprised 4.5 percent of advanced course enrollment in 19 high schools. At the middle school level, however, EL advanced course enrollment was proportionately larger; the middle school with the highest proportion of EL course enrollment had 25.3 percent EL advanced course enrollment. Overall, EL course enrollment comprised 7.0 percent of advanced coursework course enrollment in 38 middle schools. In terms of Advanced Placement (AP) and International Baccalaureate (IB) EL course enrollment, AP EL course enrollment was 3.0 percent from 2011-2014 and IB EL course enrollment was 0.2 percent from 2012-2014.EL achievement in advanced coursework as measured by final letter grade in advanced courses was high; EL high school achievement by final letter grade achievement of A, B, or C was 85 percent and EL middle school achievement by final letter grade of A, B, or C was 91 percent in advanced courses. In Advanced Placement exam scores, EL score of 3 or higher was 54 percent, while non-EL score of 3 or higher was 47 percent. In IB, EL score of 4 or higher was 71 percent, while non-EL score of 4 or higher was 81 percent. Analysis of school district policy and guideline documents and school curriculum guides emphasized the central role of the school district in ensuring that schools followed national and state laws applicable to ELs in the United States. The school district policy and guideline documents analyzed guaranteed ELs' equal access to academic programs within the school district but only made one specific reference to enrollment of ELs in advanced coursework in the form of Advanced Placement. School curriculum guides analyzed demonstrated elements of access to advanced coursework for ELs. The curriculum guides analyzed contained varying degrees of identified access elements, demonstrating schools' autonomy in determining the academic trajectories of their students within the parameters of applicable national and state laws.
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Date Issued: 2016
Identifier: CFE0006279, ucf:51598
Format: Document (PDF)
PURL: http://purl.flvc.org/ucf/fd/CFE0006279

Title: THIRD GRADE SCIENCE TEACHERS' PERSPECTIVES ON IMPLEMENTING SENTENCE FRAMES AND WORD BANKS DURING SCIENCE LECTURES TO INCREASE THE WRITING LEVELS OF ENGLISH LANGUAGE LEARNERS.
Creator: Shimada, Mary-Margaret M, Grissom, Donita, University of Central Florida
Abstract / Description: Each year, there is an increase of English Language Learners (ELLS) entering today's classrooms. A third grade teacher can be faced with having multiple ELLs in the classroom and still be required to teach them alongside native English speakers. Furthermore, third grade science teachers are also responsible for preparing all students in the classroom to comprehend and utilize scientific academic language based upon the Florida State Standards. Additionally, students are required on the FSA...
Show moreEach year, there is an increase of English Language Learners (ELLS) entering today's classrooms. A third grade teacher can be faced with having multiple ELLs in the classroom and still be required to teach them alongside native English speakers. Furthermore, third grade science teachers are also responsible for preparing all students in the classroom to comprehend and utilize scientific academic language based upon the Florida State Standards. Additionally, students are required on the FSA Florida Assessment to write about science content. Therefore, scaffolded instruction for ELLs, which will prepare them to write about science content is critical. This research study explored two third grade teachers' perspectives on implementing sentence frames and word banks in order to increase the writing levels of ELLs during science lectures. A professional development session was conducted by the researcher with the two participating third grade teachers regarding the use of sentence frames and word banks with ELLs while teaching science content. The teachers, thereafter, conducted a science lesson using the scaffolded strategy of sentence frames and word banks. It was found that when the third grade science teachers implemented sentence frames and word banks during science lectures, the ELLs showed improvement in their writing as well as their use of scientific academic language. Both teachers stated that their ELLs were somewhat completing more of their science worksheets than before the intervention. These results can conclude that implementing sentence frames and word banks during science lectures can increase the writing levels of ELLs during science lectures.
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Date Issued: 2017
Identifier: CFH2000199, ucf:45996
Format: Document (PDF)
PURL: http://purl.flvc.org/ucf/fd/CFH2000199

Title: COMPUTER BASED INTERVENTION AND ITS EFFECT ON BENCHMARK TEST SCORES OF ENGLISH LANGUAGE LEARNERS.
Creator: Berrio, Gabriel, Martin, Suzanne, University of Central Florida
Abstract / Description: The Florida Department of EducationÃ‚Â's (FLDOE) Adequate Yearly Progress (AYP) Report (2007) listed and defined students who are in the process of learning English as a second language as English Language Learners (ELL). The graduation rate of English Language Learners in Florida is consistently smaller than the graduation rate of the total population of students (Echevarria, Short and Powers, 2006) in part due to the requirement for students to pass the FCAT in order...
Show moreThe Florida Department of EducationÃ‚Â's (FLDOE) Adequate Yearly Progress (AYP) Report (2007) listed and defined students who are in the process of learning English as a second language as English Language Learners (ELL). The graduation rate of English Language Learners in Florida is consistently smaller than the graduation rate of the total population of students (Echevarria, Short and Powers, 2006) in part due to the requirement for students to pass the FCAT in order to graduate. ELL students face the challenge of having to learn a different language, learn the subject area content in that language, and often-times pass a standardized test in order to graduate. In Florida districts, ELL is categorized as a subgroup often times not meeting adequate yearly progress in Reading (Florida Department of Education 2007). This study measured the effectiveness of a district approved computer based intervention in increasing student achievement for English Language Learners as identified by the Florida Department of Education (US DOE, 2009).
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Date Issued: 2010
Identifier: CFE0003445, ucf:48403
Format: Document (PDF)
PURL: http://purl.flvc.org/ucf/fd/CFE0003445

Title: CORRECT ME IF I AM WRONG: INVESTIGATING THE PREFERENCES IN ERROR CORRECTION AMONG ADULT ENGLISH LANGUAGE LEARNERS.
Creator: Smith, Hillary, Mihai, Florin, University of Central Florida
Abstract / Description: The purpose of this study was to investigate the existence the educational backgrounds of adult English Language Learners and their preferences in error correction. Fifty participants completed surveys of their educational and demographic backgrounds and beliefs about error correction, and then ranked video clips of different types of error correction in terms of perceived usefulness. The survey examined the affective impact of oral error correction and studentsÃ‚Â'...
Show moreThe purpose of this study was to investigate the existence the educational backgrounds of adult English Language Learners and their preferences in error correction. Fifty participants completed surveys of their educational and demographic backgrounds and beliefs about error correction, and then ranked video clips of different types of error correction in terms of perceived usefulness. The survey examined the affective impact of oral error correction and studentsÃ‚Â' preferences regarding which errors merited correction and when and how these errors should be corrected. Participants with differing educational backgrounds expressed similar beliefs concerning the error correction and similar perceptions of the affective impact of CF. The findings of this study indicated that teachers may run more risk of disappointing students by not meeting their expectations than they do of causing them a negative emotional experience through correction.
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Date Issued: 2010
Identifier: CFE0003062, ucf:48326
Format: Document (PDF)
PURL: http://purl.flvc.org/ucf/fd/CFE0003062

Title: The Effects Of The Vocabulary Scenario Technique- English Learner Peer Protocol on Ninth Grade English Learners Who Struggle with Literacy.
Creator: Harrell, Kimmerly, Puig, Enrique, Little, Mary, Witta, Eleanor, Davis, Karen, University of Central Florida
Abstract / Description: Recent data have shown that only 34% of eighth graders and 37% of 12th graders were reading at or above proficiency (NAEP, 2015). A total of 21% of Hispanic eighth graders were reading at or above proficiency, and only 25% of Hispanic 12th graders were reading at or above proficiency. Of African-American students, 16% of eighth graders and 17% of 12th graders were reading at or above proficiency. In order for adolescents to become successful and productive adults, they need to acquire...
Show moreRecent data have shown that only 34% of eighth graders and 37% of 12th graders were reading at or above proficiency (NAEP, 2015). A total of 21% of Hispanic eighth graders were reading at or above proficiency, and only 25% of Hispanic 12th graders were reading at or above proficiency. Of African-American students, 16% of eighth graders and 17% of 12th graders were reading at or above proficiency. In order for adolescents to become successful and productive adults, they need to acquire advanced literacy skills. Many of these demands require an education beyond high school (Rothman, 2012). Concern for English learners (EL) is even more warranted due to the fact that they represent the fastest growing school-age population in the United States and tend to exhibit lower academic achievement than their non-EL peers (Matthews (&) Ewen, 2006; National Clearinghouse for English Language Acquisition [NCELA], 2006; Padolsky, 2005; Thomas (&) Collier, 2001; Klingner, Artiles, (&) Barletta, 2006). To address this issue, the present study was conducted to examine the effects of a Vocabulary Scenario Technique English Learner Peer Protocol (VST-ELP) with ninth-grade English learners (ELs) who were struggling with literacy. The technique's purpose was to increase students' vocabulary in order to improve their listening, speaking, reading, and writing skills. The study employed an experimental design, specifically a pre-test/post-test comparison group design with a total of 34 participating students and one classroom teacher. The study was conducted over four weeks with six hours of intervention. An analysis of variance revealed that there was an increase in mean scores from pre to post in the experimental group on both the synonym and sentence tests. Findings suggest that the Vocabulary Scenario Technique English Learner Peer Protocol (VST-ELP) was effective with ninth-grade EL students who were struggling with literacy. Clinical implications and future research directions were discussed.
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Date Issued: 2017
Identifier: CFE0006880, ucf:51708
Format: Document (PDF)
PURL: http://purl.flvc.org/ucf/fd/CFE0006880

Title: An Investigation of the Appropriateness of the English Language Learner Accountability Mark Established by the Every Student Succeeds Act of 2015.
Creator: Rivera, Francisco, Johnson, Jerry, Nutta, Joyce, Doherty, Walter, Pace, Debra, University of Central Florida
Abstract / Description: This quantitative study sought to disclose and describe differences in academic performance between English language learners (ELLs) and non-English language learners (non-ELLs) in grades sixth, seventh, and eighth during the two-year period of 2016 (-) 2018. A two-year period was utilized because of the two-year ELL accountability mark established by the Every Student Succeeds Act (ESSA) of 2015. The study used i-Ready diagnostic data, in both mathematics and reading, as the performance...
Show moreThis quantitative study sought to disclose and describe differences in academic performance between English language learners (ELLs) and non-English language learners (non-ELLs) in grades sixth, seventh, and eighth during the two-year period of 2016 (-) 2018. A two-year period was utilized because of the two-year ELL accountability mark established by the Every Student Succeeds Act (ESSA) of 2015. The study used i-Ready diagnostic data, in both mathematics and reading, as the performance measures, and used ACCESS for ELLs (WIDA) tier scores (i.e., WIDA Tier A, WIDA Tier B, and WIDA Tier C) to identify the level of English language acquisition of the ELL students for use in making comparisons among ELL students with varying levels of English proficiency.The results indicated that WIDA Tier C (i.e., ELL students with the highest English language proficiency) students outperformed the ELL students in the other WIDA tiers (i.e., WIDA Tier A and WIDA Tier B), in both mathematics and reading. Moreover, while WIDA Tier A students had lower mean scale scores, they made the largest gains from administration to administration in both subjects. Additionally, the results obtained from a two-way ANOVA indicated that ELL students are making greater gains than non-ELL students over the two-year period, in mathematics and reading. The extant literature on second language acquisition asserts that it takes an ELL student longer than two years and up to seven years to acquire academic language proficiency (Collier, 1995; MacSwan (&) Pray, 2005; Hakuta, 2011; Kieffer (&) Park, 2016). The ANOVA results also indicated that high-SES ELL students showed a higher mean gain score, in both mathematics and reading, than low-SES ELL students. Non-ESE ELL students showed a larger mean gain score than ESE ELL students in both subjects as well. Furthermore, the results of the ancillary analysis (i.e., a hypothetical additional year) indicated that non-ELL students outperformed ELL students in both mathematics and reading suggesting that it is unlikely that one additional year would make a difference.The results of the study will aid the academic decision-making of the school district studied when determining the appropriate level of supports for ELL students in the different WIDA tiers or in the different stages of language acquisition. In addition, the results of the effects of socioeconomic status (SES) and of exceptional student education (ESE) in ELL students, should support the school district when planning interventions to help mitigate these factors. Lastly, the study provides further evidence that two years is not enough time for an ELL student to acquire academic language proficiency; and expecting this subgroup of the public-school population to do so, negatively affects the academic results of the students, schools, and school districts they attend.
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Date Issued: 2019
Identifier: CFE0007715, ucf:52413
Format: Document (PDF)
PURL: http://purl.flvc.org/ucf/fd/CFE0007715

Title: Tier I RtI for English Language Learners with Language Deficits.
Creator: Soong, Maria Jose, Sivo, Stephen, Edwards, Oliver, Hewitt, Randall, Thomson, Arlene, University of Central Florida
Abstract / Description: Educators are attempting to eliminate the disproportionate representation of culturally and linguistically diverse students in special education through initiatives such as Response to Intervention (RtI). Prior to the implementation of such initiatives, existing research relevant to this population must be critically reviewed and expanded. A synthesis of the available literature can provide significant insight into the type of data necessary to make informed decisions involving English...
Show moreEducators are attempting to eliminate the disproportionate representation of culturally and linguistically diverse students in special education through initiatives such as Response to Intervention (RtI). Prior to the implementation of such initiatives, existing research relevant to this population must be critically reviewed and expanded. A synthesis of the available literature can provide significant insight into the type of data necessary to make informed decisions involving English language learners (ELL) at Tier I of an RtI model. In forming the theoretical foundation for this research, cognitive deficits associated with language-based disabilities and principles of cognitive load theory were examined. The study is an investigation of the following research question: Is the effectiveness of the bilingual English as a Second Language (ESL) model significantly altered under certain conditions? The research question was addressed through testing moderator effects using hierarchical linear regression. Initial English proficiency and initial Spanish proficiency were examined as moderating variables of the relationship between ESL model type and Kindergarten academic achievement. Academic achievement was defined as student learning growth on the Florida Assessment for Reading Instruction (FAIR) and student outcome scores on the Comprehensive English Language Learning Assessment (CELLA) Listening/Speaking and Reading constructs. Results supported: a) the relationship between initial English proficiency and FAIR growth, CELLA Listening/Speaking, and CELLA Reading, b) the relationship between initial Spanish proficiency and FAIR growth and CELLA Listening/Speaking, c) the relationship between type of ESL model and FAIR growth, CELLA Listening/Speaking, and CELLA Reading, d) the additional effect of the interaction of initial Spanish language proficiency with ESL model type to alter FAIR learning growth over time, and e) the additional effect of the interaction of initial English language proficiency with ESL model type to alter CELLA Listening/Speaking scores. Overall, this research supports the hypothesis that initial language proficiency can significantly alter the effectiveness of a bilingual ESL model. Recommendations for future research in this area include longitudinal studies using a similar hierarchical regression design with moderators in order to contextualize positive student outcomes.
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Date Issued: 2012
Identifier: CFE0004187, ucf:48988
Format: Document (PDF)
PURL: http://purl.flvc.org/ucf/fd/CFE0004187

Title: CLOSING THE ACHIEVEMENT GAP FOR ENGLISH LANGUAGE LEARNERS:A COMPARISON OF LANGUAGE ARTS/ESOL AND ONE-WAY DEVELOPMENTAL BILINGUAL PROGRAMS.
Creator: Marlow, Kimberly, Murray, Barbara, University of Central Florida
Abstract / Description: The present study was conducted to investigate two English Language Learner programs in one Florida county and their implications for student achievement. The literature review showed that, as students progress through the educational system, the academic content becomes more and more abstract, forcing students to rely more heavily on their oral and written communication skills in English. Significant achievement gaps, sometimes extremely large, were also identified between English-only...
Show moreThe present study was conducted to investigate two English Language Learner programs in one Florida county and their implications for student achievement. The literature review showed that, as students progress through the educational system, the academic content becomes more and more abstract, forcing students to rely more heavily on their oral and written communication skills in English. Significant achievement gaps, sometimes extremely large, were also identified between English-only students and English Language Learner students. One study highlighted a 46% gap on the 2005 National Assessment of Education Progress (NAEP). The present study was designed to investigate 23 middle schools in one Florida county. The focus of the study was on two English Language Learner programs: Language Arts/ESOL and One-Way Developmental Bilingual Education. A total of 13 schools were identified that had implemented the Language Arts/ESOL program, and 10 middle schools were identified that had implemented the One-Way Developmental Bilingual Education program. The 2007 FCAT reading mean scale scores for the schools' 7th-grade English Language Learners were compared to those of standard curriculum students. For both English Language Learner programs, a statistical significance was found using t-tests. In addition, FCAT reading Levels 1-5 were investigated. At FCAT Levels 1-3, the Language Arts/ESOL program out-performed the One-Way Developmental Bilingual Education program. At FCAT Levels 4 and 5, the One-Way Developmental Bilingual Education program out-performed the Language Arts/ESOL program.
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Date Issued: 2008
Identifier: CFE0002059, ucf:47582
Format: Document (PDF)
PURL: http://purl.flvc.org/ucf/fd/CFE0002059

Title: AN INVESTIGATION OF LINGUISTIC, COGNITIVE, AND AFFECTIVE FACTORS THAT IMPACT ENGLISH LANGUAGE LEARNERS' PERFORMANCE ON A STATE STANDARDIZED READING ACHIEVEMENT TEST.
Creator: Strebel Halpern, Carine, Nutta, Joyce, University of Central Florida
Abstract / Description: The explicit teaching of reading comprehension strategies has been proposed as a means to better prepare secondary school-aged students for today's information-dense, fast-paced, fast-changing global society, and to improve the academic performance of struggling adolescent readers. This proposition of a direct and positive impact of reading comprehension strategies on reading achievement for all students has not been investigated with English language learners (ELLs) who, by definition,...
Show moreThe explicit teaching of reading comprehension strategies has been proposed as a means to better prepare secondary school-aged students for today's information-dense, fast-paced, fast-changing global society, and to improve the academic performance of struggling adolescent readers. This proposition of a direct and positive impact of reading comprehension strategies on reading achievement for all students has not been investigated with English language learners (ELLs) who, by definition, do not possess the same level of English language skills as their native-English speaking peers. This mixed-method study investigated linguistic, cognitive, as well as affective factors that impact adolescent ELLs' performance on a standardized state reading achievement test. The quantitative portion examined the relative contributions of second language proficiency and reading comprehension strategies to a prediction model of reading achievement in 110 ninth and tenth grade ELLs. The qualitative portion of the study involved individual interviews and was aimed at deepening the understanding of ELLs' use of strategies during the standardized reading test, while also investigating affective factors that may impact their performance on this measure of academic achievement. Quantitative findings include two statistically significant prediction models of reading achievement with reading comprehension strategies and English language proficiency as predictor variables. However, only language proficiency made a significant unique contribution to the prediction variable. Qualitative findings suggest that the participants had relatively little metacognitive awareness of their comprehension during the standardized test, had overestimated their use of reading strategies as reported on a 30-item strategy survey instrument, had concentrated on sentence-level comprehension due to unknown vocabulary, and may have been hindered by testing anxiety in being able to wholly concentrate on the task. Recommendations made for the instruction of comprehension strategies consist of the raising of metacognitive awareness through the explicit modeling of the thought processes involved in reading comprehension, including determining the meaning of unknown words.
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Date Issued: 2009
Identifier: CFE0002931, ucf:47989
Format: Document (PDF)
PURL: http://purl.flvc.org/ucf/fd/CFE0002931

Title: THE PROBLEM OF POLYSEMY IN THE FIRST THOUSAND WORDS OF THE GENERAL SERVICE LIST: A CORPUS STUDY OF SECONDARY CHEMISTRY TEXTS.
Creator: Clemmons, Karina, Sivo, Stephen, University of Central Florida
Abstract / Description: Vocabulary in a second language is an indispensable building block of all comprehension (Folse, 2006; Nation, 2006). Teachers in content area classes such as science, math, and social studies frequently teach content specific vocabulary, but are not aware of the obstacles that can occur when students do not know the basic words. Word lists such as the General Service List (GSL) were created to assist students and teachers (West, 1953). The GSL does not adequately take into account the high...
Show moreVocabulary in a second language is an indispensable building block of all comprehension (Folse, 2006; Nation, 2006). Teachers in content area classes such as science, math, and social studies frequently teach content specific vocabulary, but are not aware of the obstacles that can occur when students do not know the basic words. Word lists such as the General Service List (GSL) were created to assist students and teachers (West, 1953). The GSL does not adequately take into account the high level of polysemy of many common English words, nor has it been updated by genre to reflect specific content domains encountered by secondary science students in today's high stakes classes such as chemistry. This study examines how many words of the first 1000 words of the GSL occurred in the secondary chemistry textbooks sampled, how often the first 1000 words of the GSL were polysemous, and specifically which multiple meanings occurred. A discussion of results includes word tables that list multiple meanings present, example phrases that illustrate the context surrounding the target words, suggestions for a GSL that is genre specific to secondary chemistry textbooks and that is ranked by meaning as well as type, and implications for both vocabulary materials and classroom instruction for ELLs in secondary chemistry classes. Findings are essential to second language (L2) researchers, materials developers, publishers, and teachers.
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Date Issued: 2008
Identifier: CFE0002034, ucf:47590
Format: Document (PDF)
PURL: http://purl.flvc.org/ucf/fd/CFE0002034

Title: EFFECTIVE METHODS OF PARENT-TEACHER COMMUNICATION FOR TEACHERS OF ENGLISH LANGUAGE LEARNERS.
Creator: Alfonzo-Reyes, Luzeana, Hoffman, Elizabeth, University of Central Florida
Abstract / Description: Families from all over the world come to the United States for a new beginning. More often than not, these families speak little or no English. A challenge that teachers face every day is trying to communicate with children and their families who speak little or no English. Following a review of the various forms of communication and types of parental involvement, a survey was created. This survey was completed by elementary teachers in a local lower socioeconomic area elementary school with...
Show moreFamilies from all over the world come to the United States for a new beginning. More often than not, these families speak little or no English. A challenge that teachers face every day is trying to communicate with children and their families who speak little or no English. Following a review of the various forms of communication and types of parental involvement, a survey was created. This survey was completed by elementary teachers in a local lower socioeconomic area elementary school with a high mobility rates and high levels of English Language Learner (ELL) students. The results of this study will offer the most effective ways teachers can openly communicate with families who speak little or no English. The results suggest that although vital, communication between the parents of ELL students and the teacher varies from teacher to teacher. Additionally, having resources available to teachers at the school and using the resources available allows parents and teachers to communicate effectively.
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Date Issued: 2012
Identifier: CFH0004190, ucf:44833
Format: Document (PDF)
PURL: http://purl.flvc.org/ucf/fd/CFH0004190

Title: An Investigation of the Representation of Middle School English Language Learners (ELLs) in Special Education Programs in a Large Urban School District.
Creator: Lerma, Leah, Stewart, Martha, Biraimah, Karen, Nutta, Joyce, Purmensky, Kerry, University of Central Florida
Abstract / Description: The disproportionate representation of ethnically and racially diverse students in special education has been an enduring problem in education for the past four decades. However, most of the research on disproportionality has focused on the ethnic/racial variable; the body of research focusing on the linguistic variable is still slim in comparison. As linguistic diversity in the United States continues to rise, teachers will continue to be challenged to meet the needs of the English Language...
Show moreThe disproportionate representation of ethnically and racially diverse students in special education has been an enduring problem in education for the past four decades. However, most of the research on disproportionality has focused on the ethnic/racial variable; the body of research focusing on the linguistic variable is still slim in comparison. As linguistic diversity in the United States continues to rise, teachers will continue to be challenged to meet the needs of the English Language Learners in their classrooms. However, many teachers feel unprepared to deal with this diversity and have difficulty discriminating whether a student's poor performance is due to linguistic or cognitive factors. Consequently, many English Language Learners are misidentified and misplaced in special education programs. The purpose of this study was to analyze the representation of English Language Learners in special education high incidence disability categories in a large, urban school district in Florida. Cross-tabulations and chi-square statistics were used to analyze the distribution of special education students by ethnicity/race, home language, ESOL status, and English proficiency level; risk ratio and relative risk ratio statistics were used to determine whether the district's English Language Learners showed under, equal, or over-representation in special education high incidence disability categories. The results indicated that English Language Learners were at the greatest risk for being identified as Specific Learning Disabled when compared to the other disability categories, and English Language Learners with intermediate English proficiency levels were at a higher risk for being identified and placed in special education high incidence disability categories when compared to beginning and advanced level English Language Learners.
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Date Issued: 2011
Identifier: CFE0004127, ucf:49121
Format: Document (PDF)
PURL: http://purl.flvc.org/ucf/fd/CFE0004127

Title: A Comparison of the Academic Achievement of English Learners and Non-English Learners in Digital and Non-Digital Learning Environments.
Creator: Vela, Enrique, Taylor, Rosemarye, Baldwin, Lee, Doherty, Walter, Nutta, Joyce, University of Central Florida
Abstract / Description: The purpose of this study was to identify the extent to which learning in a digital school environment impacts the reading and mathematics achievement of English learners (ELs) in elementary and secondary school settings. In addition, this study intended to determine the extent, if any, that learning in a digital school environment narrows the achievement gap in reading and mathematics between ELs and their non-EL counterparts in elementary and secondary schools. Based on data collected from...
Show moreThe purpose of this study was to identify the extent to which learning in a digital school environment impacts the reading and mathematics achievement of English learners (ELs) in elementary and secondary school settings. In addition, this study intended to determine the extent, if any, that learning in a digital school environment narrows the achievement gap in reading and mathematics between ELs and their non-EL counterparts in elementary and secondary schools. Based on data collected from the first year of a 1:1 digital pilot implementation in a large urban school district in Florida, the results of this study identified grade levels and school levels where the 2014 Florida Comprehensive Achievement Test (FCAT) 2.0 Reading and Mathematics Developmental Scale Scores (DSS) of ELs in digital school settings were significantly higher than in non-digital school settings. In addition, the study yielded some statistically significant differences in the learning gains in DSS of the 2014 FCAT 2.0 Reading and Mathematics of ELs and non-ELs in digital school settings. These findings may be used to inform the planning of technology integration, academic interventions, and teacher preparation that focuses on the academic improvement of ELs.
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Date Issued: 2016
Identifier: CFE0006410, ucf:51455
Format: Document (PDF)
PURL: http://purl.flvc.org/ucf/fd/CFE0006410

Title: Exploring Interactions between Adult English Learners and Their TeachLivE Digital Character Peers.
Creator: Yan, Ting, Nutta, Joyce, Zygouris-Coe, Vassiliki, Bai, Haiyan, Mihai, Florin, University of Central Florida
Abstract / Description: Peer interaction is an important part of language learning. The results of previous studies showed advantages and disadvantages of peer interaction between native speakers and English learners. Using the educational simulation platform TeachLivE as the interaction platform, this qualitative descriptive case study explored the possibilities of bridging the gap between classroom language practice and real-life second language communication. The study recruited eight participants for a task...
Show morePeer interaction is an important part of language learning. The results of previous studies showed advantages and disadvantages of peer interaction between native speakers and English learners. Using the educational simulation platform TeachLivE as the interaction platform, this qualitative descriptive case study explored the possibilities of bridging the gap between classroom language practice and real-life second language communication. The study recruited eight participants for a task-based interaction project. Using conversation analysis, the study revealed details in communication between adult English learners and their digital character peers. During the interactions, the participants were actively involved and the most frequent communication patterns were collaborative and cooperative. The analysis of interviews of participants and the interactor explored the factors that influenced the communication patterns between the young adult English learners and their digital peers. The results showed that the communication experience with digital characters was authentic and the virtual platform was critical to build the confidence of English learners' language use. Moreover, the multiple digital characters manipulated by interaction protocols were also helpful to create a scaffolding effect for practicing oral communication for the English learners.
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Date Issued: 2017
Identifier: CFE0006823, ucf:51761
Format: Document (PDF)
PURL: http://purl.flvc.org/ucf/fd/CFE0006823

Title: The Effect of Feedback Medium on Accuracy with English Articles.
Creator: Giltner, Elizabeth, Nutta, Joyce, Purmensky, Kerry, Clark, M. H., Kaplan, Jeffrey, University of Central Florida
Abstract / Description: Developing and demonstrating English proficiency is a critical skill for non-native English speakers (NNESs) who wish to study in American universities. Unlike their native English speaker (NES) counterparts, NNES students who apply for university admission are required to demonstrate their proficiency in English via tests, such as the Test of English as a Foreign Language (TOEFL), that measure an NNES's ability to understand, speak, read, and write English. Although the number of students...
Show moreDeveloping and demonstrating English proficiency is a critical skill for non-native English speakers (NNESs) who wish to study in American universities. Unlike their native English speaker (NES) counterparts, NNES students who apply for university admission are required to demonstrate their proficiency in English via tests, such as the Test of English as a Foreign Language (TOEFL), that measure an NNES's ability to understand, speak, read, and write English. Although the number of students who have attained those minimum scores is large, there is a large population of adult NNESs enrolled in intensive English programs (IEPs) that are designed to help them improve their proficiency in English and again admission into mainstream university courses. Given that many university instructors require the submission of written work that demonstrates students' understanding of course content, perhaps the most important academic skill developed in IEPs is writing. Furthermore, the lack of attention given to addressing grammatical errors at the tertiary level highlights IEP instructors' need for effective and efficient methods of addressing grammatical errors in NNES writing.The present quantitative study used two experimental designs, a pretest-posttest design and a posttest-only design with proxy pretest (Campbell (&) Stanley, 1963), to investigate the efficacy of two types of indirect corrective feedback (CF) for improving adult, IEP-enrolled, intermediate level NNES writers' (participants) grammatical accuracy in academic papers. Grammatical accuracy for this study was measured by counting the number of errors participants committed when using English definite and indefinite articles in academic papers. The independent variable for this study was the type of CF participants were randomly selected to receive (-) either screencast corrective feedback (SCF) or written corrective feedback (WCF). The dependent variable, which measured the effect of the CF given, was the number of errors participants made with English definite and indefinite articles on three compositions completed to satisfy the requirements of their IEP writing class. The results of the current research demonstrated that participants made similar gains in grammatical accuracy when using CF to revise descriptive compositions. These results are in keeping with the results of previous studies that showed the usefulness of CF for improving grammatical accuracy on revised compositions (Bitchener, 2008, Bitchener (&) Knoch, 2008, 2009a, 2009b, 2010a). However, the improvement observed on the revised descriptive compositions did not transfer to new classification essays, regardless of the type of CF participants received. Participants' lack of grammatical accuracy on new compositions of a different genre effectively illustrated the difficulty English articles pose for NNESs when writing and the need for multiple exposures to CF and writing practice to develop NNESs' ability to consistently use English articles accurately.The main implication of the present study lies in the recommendation of the provision of CF to NNES students and systematic instruction about how to use CF received in order to allow NNESs to become more self-sufficient learners and writers of English.
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Date Issued: 2016
Identifier: CFE0006106, ucf:51187
Format: Document (PDF)
PURL: http://purl.flvc.org/ucf/fd/CFE0006106

Title: WHAT IS THE EFFICACY OF PEER PRESENTATION FOR ENGLISH LANGUAGE LEARNERS?.
Creator: Roy, Courtney, Ezell, Dan, University of Central Florida
Abstract / Description: This study investigates whether the learning strategy of Peer Presentations may positively influence an English Language Learner's (ELL's) relationship with peers, and personal perspectives with pertinence to the sciences, public discourse, and their institution. Data collection in-struments included a developed pre- and post-sociometric survey to quantitate each classroom's social status, and a pre- and post-qualitative oral interview to acquire individual perceptions concerning enjoyment...
Show moreThis study investigates whether the learning strategy of Peer Presentations may positively influence an English Language Learner's (ELL's) relationship with peers, and personal perspectives with pertinence to the sciences, public discourse, and their institution. Data collection in-struments included a developed pre- and post-sociometric survey to quantitate each classroom's social status, and a pre- and post-qualitative oral interview to acquire individual perceptions concerning enjoyment and contentment of academic topics. Three ELLs from two learning environments participated with the eight day intervention, comprising of 45 minute instructive sessions to become proficient with demonstrating an arrangement of invigorating yet harmless scientific experiments. After the Peer Presentation, analysis of pre- and post-sociometric results demonstrated an overall increase of more intimate friendships. Examination of the ELLs' oral interview responses indicated growth of enjoyment regarding their institution and public discourse. Overall recommendations and suggestions of utilizing Peer Presentations are discussed for those involved with educating students.
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Date Issued: 2014
Identifier: CFH0004665, ucf:45266
Format: Document (PDF)
PURL: http://purl.flvc.org/ucf/fd/CFH0004665

Title: School Psychologist Perceptions Regarding Implementation of Response to Intervention with English Language Learners.
Creator: Puyana, Olivia, Sivo, Stephen, Edwards, Oliver, Hewitt, Randall, Thomson, Arlene, University of Central Florida
Abstract / Description: This research was an investigation of three domains identified through a thorough review of the literature as fundamental to the equitable implementation of Response to Intervention (RtI) with English language learners (ELLs): (1) degree of intercultural sensitivity of educators involved in the RtI process, (2) training of educators in implementation of RtI with ELLs, and (3) educator familiarity with empirically-based interventions for use with ELLs. The validity of using RtI with ELLs has...
Show moreThis research was an investigation of three domains identified through a thorough review of the literature as fundamental to the equitable implementation of Response to Intervention (RtI) with English language learners (ELLs): (1) degree of intercultural sensitivity of educators involved in the RtI process, (2) training of educators in implementation of RtI with ELLs, and (3) educator familiarity with empirically-based interventions for use with ELLs. The validity of using RtI with ELLs has been questioned by both supporters and detractors of the model (Linan-Thompson (&) Ortiz, 2009). The most fundamental tenets of RtI are predicated upon the use of empirically validated interventions and the application of culturally responsive educational practices that provide equitable learning opportunities for all students. Due to the critical role of school psychologists in the development and implementation of RtI models, a questionnaire was designed for use with this population to explore the three domains delineated above. The Intercultural Sensitivity Scale (ISS; Chen (&) Starosta, 2000) was used to document participants' degree of intercultural sensitivity. Additional questions addressing domains two and three strategically juxtaposed participants' experiences with and perceptions regarding RtI with native English speakers versus RtI with ELLs. Through a series of eight research questions and the associated analyses, the following conclusions were reached: (1) Statistically significantly higher mean scores on the ISS were present among those respondents who identified themselves as Hispanic/Latino/Spanish and/or fluent in more than one language; (2) Statistically significant differences were documented in participants' responses to items focused on perceptions of training for implementing RtI with native English speakers versus training for implementing RtI with ELLs; and (3) Statistically significant differences were found in participants' responses to items inquiring about perceptions of familiarity with empirically-based interventions for use within an RtI framework with native English speakers in comparison to ELLs. Taken together, and in conjunction with a qualitative analysis of two open-ended questions, these results suggest the presence of considerable delays in school psychologists' training and perceptions of preparedness to implement RtI with a linguistically diverse population as compared to native English speakers. This outcome is disconcerting, given the emphasis throughout the literature on the importance of unique considerations required to implement RtI equitably with ELLs. Recommendations for practice and future research are provided that emphasize the need for additional research and training in implementing RtI with a linguistically diverse population.
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Date Issued: 2012
Identifier: CFE0004225, ucf:49017
Format: Document (PDF)
PURL: http://purl.flvc.org/ucf/fd/CFE0004225

Title: AN ANALYSIS OF FACTORS THAT INFLUENCED BREVARD STUDENTS TO DROP OUT AND WHY THEY RETURNED TO EARN THEIR GENERAL EDUCATION DEVELOPMENT (GED) DIPLOMA.
Creator: Spadaccini, Becky, Murray, Barbara, University of Central Florida
Abstract / Description: Dropping out of high school almost guarantees a life of hardship. The absence of a diploma contributes to poverty, increased crime rates and weakens the economy. To that end, school districts have a moral and ethical responsibility to bring an end to the dropout epidemic. This study was based on an analysis of more than 26,000 Brevard public school students. The researcher used 2006-2007, 2007-2008 and 2008-2009 student data to determine the relationship between race, grade level, ESE status,...
Show moreDropping out of high school almost guarantees a life of hardship. The absence of a diploma contributes to poverty, increased crime rates and weakens the economy. To that end, school districts have a moral and ethical responsibility to bring an end to the dropout epidemic. This study was based on an analysis of more than 26,000 Brevard public school students. The researcher used 2006-2007, 2007-2008 and 2008-2009 student data to determine the relationship between race, grade level, ESE status, ELL status, SES, type of promotion and dropping out of school. In addition, the researcher reviewed Student Exit Survey data and face-to-face interview data to determine why students dropped out and identified strategies students felt would have kept them in school. Finally, individual interview data were analyzed to understand the circumstances that encouraged participants to return to earn their diplomas. The researcher recommended use of data management and tracking systems for early identification of potential dropouts so intervention could be delivered at the onset of failure, assignment of trained adult leaders to monitor and intervene for students; enforcement of compulsory school attendance; creation of mechanisms to reduce absenteeism that do not lead to school failure; required intervention for students who are truant; identification and assignment of highly effective teachers to at-risk youth; intervention in classrooms that have high rates of student failure; use of relevant curriculum and employment of instructional practices proven to increase engagement; alignment of intervention strategies with researched practices; gathering of input and feedback from students to determine program effectiveness; creation of meaningful exit interview processes; utilization of survey data to identify and remove school-related barriers and collaboration with community agencies to find meaningful and genuine solutions for students in crisis.
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Date Issued: 2011
Identifier: CFE0003578, ucf:48898
Format: Document (PDF)
PURL: http://purl.flvc.org/ucf/fd/CFE0003578

English Language Learners (6)	+ -
English language learners (5)	+ -
English Language Learner (4)	+ -
ELL (3)	+ -
ELLs (2)	+ -

ESL (2)	+ -
ESOL (2)	+ -
English learners (2)	+ -
Response to Intervention (2)	+ -
RtI (2)	+ -
ADDIE (1)	+ -
Adequate Yearly Progress (1)	+ -
Adult English Learners (1)	+ -
Advanced Placement and English learners (1)	+ -
Bilingual (1)	+ -
Computer Based Intervention (1)	+ -
Corrective Feedback (1)	+ -
Dropout (1)	+ -
ESOL teachers (1)	+ -
ESSA (1)	+ -
English Articles (1)	+ -
English Language Acquisition (1)	+ -
English Language Learners (ELL) (1)	+ -
English Learners (1)	+ -
English as a Second Language (1)	+ -
English as a second language (1)	+ -
English language learner (1)	+ -
Error Correction (1)	+ -
FCAT Reading (1)	+ -
FF.net (1)	+ -

ETD Collection (19)	+ -
Honors Collection (3)	+ -

University of Central Florida (22)	+ -
Nutta, Joyce (7)	+ -
Doherty, Walter (3)	+ -
Sivo, Stephen (3)	+ -
Baldwin, Lee (2)	+ -

Edwards, Oliver (2)	+ -
Grissom, Donita (2)	+ -
Hewitt, Randall (2)	+ -
Martin, Suzanne (2)	+ -
Mihai, Florin (2)	+ -
Murray, Barbara (2)	+ -
Purmensky, Kerry (2)	+ -
Taylor, Rosemarye (2)	+ -
Thomson, Arlene (2)	+ -
Alfonzo-Reyes, Luzeana (1)	+ -
Bai, Haiyan (1)	+ -
Becker, Theresa (1)	+ -
Berrio, Gabriel (1)	+ -
Beverly, Monifa (1)	+ -
Biraimah, Karen (1)	+ -
Butler, John (1)	+ -
Ceballos, Marjorie (1)	+ -
Clark, M. H. (1)	+ -
Clemmons, Karina (1)	+ -
Davis, Karen (1)	+ -
Ezell, Dan (1)	+ -
Giltner, Elizabeth (1)	+ -
Hamed, Kastro (1)	+ -
Harrell, Kimmerly (1)	+ -
Hines, Rebecca (1)	+ -

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