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ERIC Number: EJ1214431
Record Type: Journal
Publication Date: 2019-Apr
Pages: 16
Abstractor: As Provided
ISBN: N/A
ISSN: EISSN-1533-242X
Engaging English Learners and Their Families: The Power of Non-Fiction Text and the Participatory Approach
Song, HeeGyoung; Buchanan, Dawna Lisa
Reading Matrix: An International Online Journal, v19 n1 p47-62 Apr 2019
Relevant, non-fiction texts became primary teaching materials for second grade English Learners in a poor urban school in the Midwest United States. Politics, news and other current events captured children's attention, helping to engage, explore and extend their literacy confidence in the real world. The Principal Investigator employed the participatory approach (Freire, 1970) as an essential pedagogy to model and share literacy strategies with students and their families. Subscriptions to Time for Kids[TM] & Scholastic News[TM] became the teaching platforms in the classroom, then were sent home to be shared with siblings and parents. This study provided participants with physical texts and reading materials, as they did not have the financial means to use technology in their homes. Results showed that ELs' literacy skills improved measurably without the online tools, and that parents/guardians demonstrated high-level collaboration with their children using literate behaviors (Heath, 1990).
Reading Matrix, Inc. University of South Florida Polytechnic, College of Human and Social Sciences, Division of Education, 3433 Winter Lake Road LMD 8038, Lakeland, FL 33805. Tel: 863-667-7712; Fax: 863-667-7098; e-mail: editors@readingmatrix.com; Web site: http://www.readingmatrix.com/
Publication Type: Journal Articles; Reports - Research
Education Level: Early Childhood Education; Elementary Education; Grade 2; Primary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A