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The Effects Of Teaching The Academic Language Of Language Arts To Secondary Long-Term English Learners, Mary Soto
Theses and Dissertations - UTB/UTPA
While the majority of English language learners are found in elementary schools, an alarming number of these students are entering secondary schools. These secondary students are long-term English learners, students who have been in U.S. schools for seven years or longer. Long-term English learners struggle with academic success, and educators need to find ways to support them. In this qualitative study, the effects of teaching academic vocabulary and concepts to 10th grade Hispanic long-term English learners in a language arts class at a large, South Texas high school were explored. The researcher observed students as they were involved in five …
Executive Function Development And Early Mathematics: Examination Of Dual Language Learners, Hattie A. Harvey
Executive Function Development And Early Mathematics: Examination Of Dual Language Learners, Hattie A. Harvey
Electronic Theses and Dissertations
This study examined the convergent validity between a third-party rating scale of executive function (EF) and a task-performance measurement of EF; examined the effects of age, gender, and dual language experience on preschool children‘s EF skills (inhibition, working memory (WM), and shifting) and on early mathematical skills; and investigated the contributions of inhibition, WM, and shifting to early mathematical skills. Ninety-two children attending Head Start were assessed. Correlation analyses revealed a number of relationships between the EF rating scale and the EF taskperformance measure. A multivariate analysis of variance revealed a main effect of age on all EF measures and …
A Formative Experiment To Increase English Language Learners' Awareness And Use Of Metacognitive Strategies Through Reciprocal Teaching: Pushing Toward An End To Silence In The Classroom, Jane Casey
All Dissertations
During the course of 13 weeks, a reciprocal teaching (Palincsar & Brown, 1984) intervention was introduced into two fifth grade inclusive, social studies classrooms to increase English language learners' (ELLs) awareness and use of metacognitive strategies. A formative experiment (Reinking & Bradley, 2008) was selected as the methodology, and both qualitative and quantitative data were collected to determine student-participants' progress toward the goal. Results of the data analysis guided the study, and the intervention was adapted to ensure students' moved steadily toward attainment of the established, pedagogical goal. The researcher and teacher-participants worked in a collaborative fashion to make adaptations …