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The Effects Of The Vocabulary Scenario Technique- English Learner Peer Protocol on Ninth Grade English Learners Who Struggle with Literacy
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
Transitioning from a Monolingual to a Dual Language Program: A Case Study of an Elementary School
Title
Transitioning from a Monolingual to a Dual Language Program: A Case Study of an Elementary School.
Creator
Davies, Alex, Nutta, Joyce, Regalla, Michele, Mihai, Florin, Johnson, Jerry, Biraimah, Karen, University of Central Florida
Abstract / Description
This qualitative study investigated the lived experiences of administrators, teachers, and parents from an elementary school that was in its first year of dual language transition. The majority of past studies conducted on dual language education focused on students' linguistic and academic outcomes (Lindholm-Leary, 2012). Studies investigating dual language schools' planning, policies, and classroom implementation are significantly less, and those that have, were at schools that were already...
Show moreThis qualitative study investigated the lived experiences of administrators, teachers, and parents from an elementary school that was in its first year of dual language transition. The majority of past studies conducted on dual language education focused on students' linguistic and academic outcomes (Lindholm-Leary, 2012). Studies investigating dual language schools' planning, policies, and classroom implementation are significantly less, and those that have, were at schools that were already functioning as dual language with the intent to examine what made the school successful (Alan(&)#237;s (&) Rodr(&)#237;guez, 2008; Freeman, 1996; Hunt, 2011). Through a phenomenological and case study approach, the current study examined the overall effect that transitioning from a monolingual to a dual language school had on the school culture with foci placed on the curricular and policy planning at the macro-level and its implementation at the micro-level. The study collected data from a variety of sources, including classroom observations, documents, photographs, and interviews with the school's principal, dual language teachers, and parents of the dual language program. Qualitative coding cycles concluded the following four themes, listed alphabetically: (a) classroom language use and second language differentiation, (b) dual language support, (c) language policy and curriculum development, and (d) teachers' dispositions on dual language teaching. This study highlighted the importance of inclusive leadership when planning a new dual language program. Additionally, the study shed light on the implementation process of the planned dual language program in which teachers need flexibility to adjust the language and curricular policies that were established at the macro-level. ?
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Date Issued
2018
Identifier
CFE0007167, ucf:52252
Format
Document (PDF)
PURL
http://purl.flvc.org/ucf/fd/CFE0007167
Comprehension of Science Text by African American Fifth and Sixth Grade Students: The Effects of a Metalinguistic Approach
Title
Comprehension of Science Text by African American Fifth and Sixth Grade Students: The Effects of a Metalinguistic Approach.
Creator
Davis, Karen, Rosa-Lugo, Linda, Kent-Walsh, Jennifer, Ehren, Barbara, Hahs-Vaughn, Debbie, Rivers, Kenyatta, Crevecoeur, Edwidge, University of Central Florida
Abstract / Description
Scientific literacy has been at the forefront of science education reform for the past 20 years, particularly for students from culturally and linguistically diverse (CLD) backgrounds (Lee et. al., 2005; Pearson, Moje (&) Greenleaf, 2010). The ability to extract meaning from text is an important skill. Yet many students struggle with effectively comprehending what they read, particularly in content areas of science, math and history. According to the National Assessment Educational Progress ...
Show moreScientific literacy has been at the forefront of science education reform for the past 20 years, particularly for students from culturally and linguistically diverse (CLD) backgrounds (Lee et. al., 2005; Pearson, Moje (&) Greenleaf, 2010). The ability to extract meaning from text is an important skill. Yet many students struggle with effectively comprehending what they read, particularly in content areas of science, math and history. According to the National Assessment Educational Progress (NAEP, 2013) report, adolescents are not acquiring advanced literacy skills needed to succeed in the workplace and academic setting. Literacy experts have called for the use of disciplinary literacy approaches to engage learners with the content in ways that mirror what scientists, historians and mathematicians do to gain understanding in their disciplines (Moje, 2006; Shanahan (&) Shanahan, 2008). Although disciplinary literacy instruction is promising, there is limited empirical research on the effectiveness of discipline-specific literacy approaches. The present study examined the effects of a metalinguistic approach on the comprehension of science text among African American 5 and 6th grade students. The focus of the instructional protocol was to explicitly teach adverbial clauses and assist students to unpack adverbial clauses through the use of a graphic organizer. The process of unpacking complex sentences aimed to facilitate comprehension of science text by engaging the participants in analysis and discussion of the meaning obtained from the adverbial clauses. This study employed an experimental single-case multiple-probe across participants design. Visual Analysis (VA) and the Improvement Rate Difference (IRD) were used to analyze the data. The results of VA and IRD indicated that all participants demonstrated progress between baseline and treatment phases. Overall, the results of the investigation suggest that it is possible for 5th and 6th grade African American students to benefit from instruction that closely analyzes language. Clinical implications and future research directions are discussed.
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Date Issued
2014
Identifier
CFE0005322, ucf:50525
Format
Document (PDF)
PURL
http://purl.flvc.org/ucf/fd/CFE0005322