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The effects of a teacher designed kindergarten curriculum on the reading performance of English language learners

Descriptive

TitleInfo
Title
The effects of a teacher designed kindergarten curriculum on the reading performance of English language learners
Name (type = personal)
NamePart (type = family)
May
NamePart (type = given)
Alyssa
NamePart (type = date)
1986-
DisplayForm
Alyssa May
Role
RoleTerm (authority = RULIB)
author
Name (type = personal)
NamePart (type = family)
Barnett
NamePart (type = given)
W. Steven
DisplayForm
W. Steven Barnett
Affiliation
Advisory Committee
Role
RoleTerm (authority = RULIB)
chair
Name (type = personal)
NamePart (type = family)
Chiu
NamePart (type = given)
Chia-Yi
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Chia-Yi Chiu
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Advisory Committee
Role
RoleTerm (authority = RULIB)
internal member
Name (type = personal)
NamePart (type = family)
Ryan
NamePart (type = given)
Sharon
DisplayForm
Sharon Ryan
Affiliation
Advisory Committee
Role
RoleTerm (authority = RULIB)
internal member
Name (type = corporate)
NamePart
Rutgers University
Role
RoleTerm (authority = RULIB)
degree grantor
Name (type = corporate)
NamePart
Graduate School of Education
Role
RoleTerm (authority = RULIB)
school
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Text
Genre (authority = marcgt)
theses
OriginInfo
DateCreated (encoding = w3cdtf); (qualifier = exact)
2019
DateOther (encoding = w3cdtf); (qualifier = exact); (type = degree)
2019-10
Language
LanguageTerm (authority = ISO 639-3:2007); (type = text)
English
Abstract (type = abstract)
Research in early childhood education has continually demonstrated the importance of developing children’s literacy during their early years. Becoming literate is a multifaceted skill that children in the United States must achieve to be successful. There is considerable controversy, among policymakers, researchers, and educators, about how best to ensure the reading success of English language learners (ELL; Slavin & Cheung, 2005). Although research suggests the benefits of using ELLs’ native language to support literacy instruction in English, many schools, either for political or economic reasons, do not have that option. Many ELLs are taught alongside their English-proficient peers by teachers who often have had little or no preparation for working with ELLs (Llagas, 2003). These teachers are faced with the challenge of adapting their literacy instruction to meet a widening range of needs within their classrooms. To enhance student learning and thereby improve outcomes, a colleague and I were selected to develop a kindergarten curriculum to meet the unique needs of our district’s school population. The purpose of this quantitative study is to investigate the effectiveness of that curriculum with particular attention to the reading achievement of ELLs in comparison with the effectiveness of the Tools of the Mind Curriculum that our district previously used. Investigating how the reading performance of kindergarten ELLs in this district has (or has not) changed subsequent to the curriculum change also provides district leaders with some insights into whether the new curriculum has contributed to a reduction of the achievement gap between ELL and native English groups. This study is a formative evaluation in that these findings may help my district make other necessary changes in curriculum or to consider rethinking our use of PLCs to support curriculum and instruction to increase student achievement. The findings of this study may encourage further research about curriculum development for linguistically diverse populations. Exploring how curriculum can impact reading achievement for ELLs will contribute to the kindergarten research field, the understanding of ELLs’ reading achievement, and will, hopefully, generate interest in this neglected and critical area of research.
Subject (authority = RUETD)
Topic
Education, Culture and Society
Subject (authority = local)
Topic
English language learners (ELL)
Subject (authority = LCSH)
Topic
English language -- Study and teaching -- Foreign speakers
RelatedItem (type = host)
TitleInfo
Title
Rutgers University Electronic Theses and Dissertations
Identifier (type = RULIB)
ETD
Identifier
ETD_10224
PhysicalDescription
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application/pdf
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text/xml
Extent
1 online resource (x, 90 pages): illustrations
Note (type = degree)
Ed.D.
Note (type = bibliography)
Includes bibliographical references
RelatedItem (type = host)
TitleInfo
Title
Graduate School of Education Electronic Theses and Dissertations
Identifier (type = local)
rucore10001500001
Location
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NjNbRU
Identifier (type = doi)
doi:10.7282/t3-hr43-0g32
Genre (authority = ExL-Esploro)
ETD doctoral
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Rights

RightsDeclaration (ID = rulibRdec0006)
The author owns the copyright to this work.
RightsHolder (type = personal)
Name
FamilyName
May
GivenName
Alyssa
Role
Copyright Holder
RightsEvent
Type
Permission or license
DateTime (encoding = w3cdtf); (qualifier = exact); (point = start)
2019-09-06 21:39:46
AssociatedEntity
Name
Alyssa May
Role
Copyright holder
Affiliation
Rutgers University. Graduate School of Education
AssociatedObject
Type
License
Name
Author Agreement License
Detail
I hereby grant to the Rutgers University Libraries and to my school the non-exclusive right to archive, reproduce and distribute my thesis or dissertation, in whole or in part, and/or my abstract, in whole or in part, in and from an electronic format, subject to the release date subsequently stipulated in this submittal form and approved by my school. I represent and stipulate that the thesis or dissertation and its abstract are my original work, that they do not infringe or violate any rights of others, and that I make these grants as the sole owner of the rights to my thesis or dissertation and its abstract. I represent that I have obtained written permissions, when necessary, from the owner(s) of each third party copyrighted matter to be included in my thesis or dissertation and will supply copies of such upon request by my school. I acknowledge that RU ETD and my school will not distribute my thesis or dissertation or its abstract if, in their reasonable judgment, they believe all such rights have not been secured. I acknowledge that I retain ownership rights to the copyright of my work. I also retain the right to use all or part of this thesis or dissertation in future works, such as articles or books.
Copyright
Status
Copyright protected
Availability
Status
Open
Reason
Permission or license
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Technical

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ETD
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windows xp
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1.4
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DateCreated (point = end); (encoding = w3cdtf); (qualifier = exact)
2019-09-11T21:52:03
DateCreated (point = end); (encoding = w3cdtf); (qualifier = exact)
2019-09-11T21:52:03
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