ERIC Number: EJ1145163
Record Type: Journal
Publication Date: 2017
Abstractor: As Provided
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.
Descriptors: English Language Learners, Intervention, Program Effectiveness, Spanish Speaking, Grade 3, Elementary School Students, Culturally Relevant Education, Identification (Psychology), Ethnicity, Reading Materials, Language Usage, Pictorial Stimuli, Vocabulary Development, Language Skills, Books, Bilingualism, Mexican Americans, Story Telling, Oral Reading
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: http://www.wvupress.com/index.php
Publication Type: Journal Articles; Reports - Research
Education Level: Grade 3; Primary Education; Elementary Education; Early Childhood Education
Authoring Institution: N/A
Grant or Contract Numbers: N/A