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Teacher's use of Literacy Centers to...

Hernandez, Fernando.

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Teacher's use of Literacy Centers to promote literacy acquisition in first grade bilingual students in a South Texas school: A quasi-experimental study.

Record Type:	Electronic resources : Monograph/item
Title/Author:	Teacher's use of Literacy Centers to promote literacy acquisition in first grade bilingual students in a South Texas school: A quasi-experimental study./
Author:	Hernandez, Fernando.
Published:	Ann Arbor : ProQuest Dissertations & Theses, : 2016,
Description:	159 p.
Notes:	Source: Dissertation Abstracts International, Volume: 78-01(E), Section: A.
Contained By:	Dissertation Abstracts International78-01A(E).
Subject:	Early childhood education. -
Online resource:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=10142536
ISBN:	9781339978208

Teacher's use of Literacy Centers to promote literacy acquisition in first grade bilingual students in a South Texas school: A quasi-experimental study.
Hernandez, Fernando.

Teacher's use of Literacy Centers to promote literacy acquisition in first grade bilingual students in a South Texas school: A quasi-experimental study. - Ann Arbor : ProQuest Dissertations & Theses, 2016 - 159 p.

Source: Dissertation Abstracts International, Volume: 78-01(E), Section: A.

Thesis (Ed.D.)--Texas A&M University - Corpus Christi, 2016.

Improving reading performance in Hispanic students continues to be a national and state priority. According to the National Assessment of Educational Progress (NAEP) 2015 reading results, Hispanic students performed lower than other students in 4th grade. Furthermore, poor reading skills are connected to unfavorable life outcomes including incarceration (Sum, Khatiwada, McLaughlin & Palma, 2009). The purpose of this study was to investigate the effectiveness of literacy centers in first grade bilingual classrooms and its relation to students' Tejas LEE scores.

ISBN: 9781339978208Subjects--Topical Terms:

518817
Early childhood education.

Teacher's use of Literacy Centers to promote literacy acquisition in first grade bilingual students in a South Texas school: A quasi-experimental study.
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020 $a 9781339978208
035 $a (MiAaPQ)AAI10142536
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100 1 $a Hernandez, Fernando. $3 3289704
245 1 0 $a Teacher's use of Literacy Centers to promote literacy acquisition in first grade bilingual students in a South Texas school: A quasi-experimental study.
260 1 $a Ann Arbor : $b ProQuest Dissertations & Theses, $c 2016
300 $a 159 p.
500 $a Source: Dissertation Abstracts International, Volume: 78-01(E), Section: A.
500 $a Adviser: Corinne Valadez.
502 $a Thesis (Ed.D.)--Texas A&M University - Corpus Christi, 2016.
520 $a Improving reading performance in Hispanic students continues to be a national and state priority. According to the National Assessment of Educational Progress (NAEP) 2015 reading results, Hispanic students performed lower than other students in 4th grade. Furthermore, poor reading skills are connected to unfavorable life outcomes including incarceration (Sum, Khatiwada, McLaughlin & Palma, 2009). The purpose of this study was to investigate the effectiveness of literacy centers in first grade bilingual classrooms and its relation to students' Tejas LEE scores.
520 $a This quasi-experimental study took place in two elementary schools in a South Texas district during an 11 week period. Data were collected through BOY (Beginning of the year) and MOY (Middle of the year) Tejas LEE scores and classroom observations using the Contextual Elements Checklist for Literacy Centers. A nonprobability sample consisted of 104 first grade bilingual students (59 and 45 in the experimental and comparison groups, respectively).
520 $a Based on the quantitative results from the study, it was concluded that there was no statistically significant difference between those students who participated in literacy centers and those who did not on the basis of academic achievement in Tejas LEE scores. Therefore, the null hypothesis was not rejected. For the qualitative component, frequency coding was determined for each of the contextual elements. The characteristic with the highest frequency for each of the contextual elements are as follows based on the classroom observations: small group instruction (F = 51); students' familiarity with routines and procedures (F = 59); resources related to literacy task (F = 42); scaffolding among children (F = 38); and literacy centers placed around the perimeter of the classroom (F = 62).
520 $a Given the growing number of Hispanics and recognizing the reading gap, it is important to find a solution to this problem. This study is a good start in reducing the number of first grade students being retained due to their literacy ability. Further exploration and documentation of literacy centers especially quantitative research may assist in formulating effective instructional change in the future with bilingual students living in "colonias".
590 $a School code: 1417.
650 4 $a Early childhood education. $3 518817
650 4 $a Reading instruction. $3 2122756
650 4 $a Curriculum development. $3 684418
690 $a 0518
690 $a 0535
690 $a 0727
710 2 $a Texas A&M University - Corpus Christi. $b Curriculum and Instruction Program. $3 3168298
773 0 $t Dissertation Abstracts International $g 78-01A(E).
790 $a 1417
791 $a Ed.D.
792 $a 2016
793 $a English
856 4 0 $u http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=10142536