Bilingual, Multilingual, and Multicultural Education Commons^™

Efficacy And Implementation Of Automated Essay Scoring Software In Instruction Of Literacies To High Level Ells, Aaron J. Alvero

FIU Electronic Theses and Dissertations

This thesis explored the integration of automated essay scoring (AES) software into the writing curriculum for high level ESOL students (levels 3, 4, and 5 on a 1-5 scale) at a high school in Miami, Fl. Issues for Haitian Creole speaking students were also explored. The Spanish and Haitian Creole speaking students were given the option to write notes, outlines, and planning sheets in their L1.

After using AES in the middle of the writing process as a revision assistant tool, 24 students responded to a Likert Scale questionnaire. The students responded positively to the AES based on the results …

The Use Of A Computer Graphic Organizer For Persuasive Composition Writing By Hispanic Students With Specific Learning Disabilities, Caridad H. Unzueta

FIU Electronic Theses and Dissertations

Many culturally and linguistically diverse (CLD) students with specific learning disabilities (SLD) struggle with the writing process. Particularly, they have difficulties developing and expanding ideas, organizing and elaborating sentences, and revising and editing their compositions (Graham, Harris, & Larsen, 2001; Myles, 2002). Computer graphic organizers offer a possible solution to assist them in their writing. This study investigated the effects of a computer graphic organizer on the persuasive writing compositions of Hispanic middle school students with SLD. A multiple baseline design across subjects was used to examine its effects on six dependent variables: number of arguments and supporting details, number …

Simplification And Personalization Of French Grammar, Regina Dee

MA TESOL Collection

The materials included in this project have been developed as a result of my emerging understanding of French grammar since I began studying it in 1976. I began teaching a French Activities class in 1986 to eighth graders at St. Andrews and third and fourth graders at an elementary school in Baltimore as a student at Morgan State University. While I was completing my student teaching at Baltimore City College Preparatory School, I found that my students had difficulties understanding textbook explanations. I therefore began to create my own explanations during sessions when students came for after school help. I …