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Full-Text Articles in Education
Self-Efficacy And Attitudes For Vocabulary Strategies Among English Learners And Native Speakers, Qizhen Deng, Guy Trainin
Self-Efficacy And Attitudes For Vocabulary Strategies Among English Learners And Native Speakers, Qizhen Deng, Guy Trainin
Reading Horizons: A Journal of Literacy and Language Arts
This study examined university students’ self-efficacy and attitudes for employing vocabulary strategies in four learning contexts. The contexts are characterized by input modality (reading vs. listening) and purpose (academic vs. leisure). Another goal was to compare the self-efficacy and attitudes between English learners (ELs) and native speakers. A total of 112 participants responded to four short scenarios by rating their self-efficacy and attitudes toward employing vocabulary strategies under each scenario. Among the results, students reported higher self-efficacy using morphological analysis and dictionary use when reading, and higher self-efficacy to seek help when learning for academic purpose. There were no differences …
Professional Development For Educators To Promote Literacy Development Of English Learners: Valuing Home Connections, Leslie Grant, Angela B. Bell, Monica Yoo, Christina Jimenez, Barbara Frye
Professional Development For Educators To Promote Literacy Development Of English Learners: Valuing Home Connections, Leslie Grant, Angela B. Bell, Monica Yoo, Christina Jimenez, Barbara Frye
Reading Horizons: A Journal of Literacy and Language Arts
While families play a vital role in the early literacy skills of young English Learners, their educators often do not share the same backgrounds or cultures, and may not know how to connect with parents who are linguistically and culturally different. As part of a year-long grant funded professional development project, the authors led teams of educators from two districts through a series of workshops which included ways teachers could increase home-school connections to support the children’s literacy. Data from participant surveys with Likert-scale and open-ended questions provided evidence that the professional development experiences resulted in an increase in the …
Effects Of A Technology-Assisted Reading Comprehension Intervention For English Learners With Learning Disabilities, Sara L. Jozwik, Karen H. Douglas
Effects Of A Technology-Assisted Reading Comprehension Intervention For English Learners With Learning Disabilities, Sara L. Jozwik, Karen H. Douglas
Reading Horizons: A Journal of Literacy and Language Arts
This study integrated technology tools into a reading comprehension intervention that used explicit instruction to teach strategies (i.e., asking questions, making connections, and coding the text to monitor for meaning) to mixed-ability small groups, which included four English Learners with learning disabilities in a fourth-grade general education classroom. We used a multiple baseline design across participants to evaluate the effects of instruction on strategy application as measured through comprehension rubrics (Keene, 2006) and on comprehension-question answering as measured through researcher-developed literal and inferential comprehension questions. Results showed that participants applied comprehension strategies and improved their percentage accuracy with answering comprehension …
Similar Settings, Different Story Lines: The Positioning Of Esl Teachers In Two Middle Schools, Mary Mcgriff, Maria Selena Protacio
Similar Settings, Different Story Lines: The Positioning Of Esl Teachers In Two Middle Schools, Mary Mcgriff, Maria Selena Protacio
Reading Horizons: A Journal of Literacy and Language Arts
As the need to better support English learners’ achievement in academically rigorous content area classes increases, so does the call for expanded ESL teacher – content area teacher collaboration. However, the nature and outcomes of such collaboration depend on how these professionals are positioned within their school settings. Using positioning theory as an analytic lens, this article investigates the collaborative interactions of two ESL teachers in two separate, but demographically similar suburban middle schools. It examines the impact of these ESL teachers’ collaborations on ELLs’ opportunities for academic language and content area learning, and it calls for the field to …