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
Form (authority = gmd)
InternetMediaType
application/pdf
InternetMediaType
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
PhysicalLocation (authority = marcorg); (displayLabel = Rutgers, The State University of New Jersey)
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.