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ERIC Number: EJ1145163
Record Type: Journal
Publication Date: 2017
Pages: 24
Abstractor: As Provided
ISSN: ISSN-0748-8491
A Multi-Modal Intervention for English Language Learners: Preliminary Results
Miller, Rhonda D.; Mackiewicz, Sara Moore; Correa, Vivian I.
Education and Treatment of Children, v40 n2 p209-232 2017
Finding culturally responsive practices that are engaging for students is even more important with the ever-increasing population of English Language Learners (ELLs) in the United States. The challenges of a language barrier can contribute to low achievement and high dropout rates. This 16-week study examined the effects of authoring and sharing dual-language identity texts on the narrative skills of 3 Spanish-speaking ELLs who were in the third grade. Specifically, we examined discourse length and lexical diversity. In this culturally responsive intervention, students authored and read dual-language identity texts. Language samples were elicited in the form of story generations prompted by randomly selected photographs. Results of the study indicate that 2 of the 3 participants made notable gains in vocabulary and narrative skill performance. Implications for practice and future research are discussed.
West Virginia University Press. P.O. Box 6295, West Virginia University, Morgantown, WV 26506. Tel: 866-988-7737; Tel: 304-293-8400; Fax: 304-293-6585; Web site:
Publication Type: Journal Articles; Reports - Research
Education Level: Grade 3; Primary Education; Elementary Education; Early Childhood Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A