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Reading strategies to support home-t...

Mendoza, Socorro.

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Reading strategies to support home-to-school connections used by teachers of English language learners.

Record Type:	Electronic resources : Monograph/item
Title/Author:	Reading strategies to support home-to-school connections used by teachers of English language learners./
Author:	Mendoza, Socorro.
Description:	152 p.
Notes:	Source: Dissertation Abstracts International, Volume: 77-04(E), Section: A.
Contained By:	Dissertation Abstracts International77-04A(E).
Subject:	Elementary education. -
Online resource:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3734401
ISBN:	9781339229911

Reading strategies to support home-to-school connections used by teachers of English language learners.
Mendoza, Socorro.

Reading strategies to support home-to-school connections used by teachers of English language learners. - 152 p.

Source: Dissertation Abstracts International, Volume: 77-04(E), Section: A.

Thesis (Ed.D.)--University of Phoenix, 2015.

This particularistic qualitative case study design examined reading strategies, approaches, and resources teachers of ELL students in kindergarten through third grade use to support reading development and promote the home to school connection regarding literacy proficiency. The purpose of this study was to examine strategies, resources, and approaches used to support home-to-school partnerships focused on reading development of K-3 ELLs in the X Public School District. Data analysis resulted in six emergent themes consisting of 22 teacher interviews. The first finding in this study that was revealed through teacher interviews identified guided reading, visual aides, reader's theater, and modeling/oral reading fluency as strategies that contribute to ELLs reading proficiency. In the second finding, teachers identified inviting parents to volunteer in the classroom, sending home a reading log that helps track the students' reading at home, and inviting parent participation in extracurricular activities as approaches to encourage partnerships regarding reading development of ELLs. The results of this study provided recommendations for educational leaders to provide teachers specific professional development to encourage parent participation to focus on increasing students' reading development that is tailored to the students' and caregivers' language needs. For future research, it is recommended that the study be replicated using different school districts to determine if similar findings were consistent across different districts.

ISBN: 9781339229911Subjects--Topical Terms:

641385
Elementary education.

Reading strategies to support home-to-school connections used by teachers of English language learners.
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245 1 0 $a Reading strategies to support home-to-school connections used by teachers of English language learners.
300 $a 152 p.
500 $a Source: Dissertation Abstracts International, Volume: 77-04(E), Section: A.
500 $a Adviser: Grant Sisk.
502 $a Thesis (Ed.D.)--University of Phoenix, 2015.
520 $a This particularistic qualitative case study design examined reading strategies, approaches, and resources teachers of ELL students in kindergarten through third grade use to support reading development and promote the home to school connection regarding literacy proficiency. The purpose of this study was to examine strategies, resources, and approaches used to support home-to-school partnerships focused on reading development of K-3 ELLs in the X Public School District. Data analysis resulted in six emergent themes consisting of 22 teacher interviews. The first finding in this study that was revealed through teacher interviews identified guided reading, visual aides, reader's theater, and modeling/oral reading fluency as strategies that contribute to ELLs reading proficiency. In the second finding, teachers identified inviting parents to volunteer in the classroom, sending home a reading log that helps track the students' reading at home, and inviting parent participation in extracurricular activities as approaches to encourage partnerships regarding reading development of ELLs. The results of this study provided recommendations for educational leaders to provide teachers specific professional development to encourage parent participation to focus on increasing students' reading development that is tailored to the students' and caregivers' language needs. For future research, it is recommended that the study be replicated using different school districts to determine if similar findings were consistent across different districts.
590 $a School code: 0850.
650 4 $a Elementary education. $3 641385
650 4 $a Bilingual education. $3 2122778
650 4 $a Reading instruction. $3 2122756
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710 2 $a University of Phoenix. $b Advanced Studies. $3 2095840
773 0 $t Dissertation Abstracts International $g 77-04A(E).
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793 $a English
856 4 0 $u http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3734401