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English Language Learners and Academ...

Heffernan, Lauren E.

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English Language Learners and Academic Vocabulary: The Use of Targeted Shared Reading in Grades 3-8 as an Authentic Multiple Exposure Approach.

Record Type:	Electronic resources : Monograph/item
Title/Author:	English Language Learners and Academic Vocabulary: The Use of Targeted Shared Reading in Grades 3-8 as an Authentic Multiple Exposure Approach./
Author:	Heffernan, Lauren E.
Published:	Ann Arbor : ProQuest Dissertations & Theses, : 2019,
Description:	113 p.
Notes:	Source: Dissertations Abstracts International, Volume: 81-02, Section: A.
Contained By:	Dissertations Abstracts International81-02A.
Subject:	English as a second language--ESL. -
Online resource:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=13856748
ISBN:	9781085560351

English Language Learners and Academic Vocabulary: The Use of Targeted Shared Reading in Grades 3-8 as an Authentic Multiple Exposure Approach.
Heffernan, Lauren E.

English Language Learners and Academic Vocabulary: The Use of Targeted Shared Reading in Grades 3-8 as an Authentic Multiple Exposure Approach. - Ann Arbor : ProQuest Dissertations & Theses, 2019 - 113 p.

Source: Dissertations Abstracts International, Volume: 81-02, Section: A.

Thesis (Ph.D.)--St. John's University (New York), 2019.

This item must not be sold to any third party vendors.

For English Language Learners (ELLs) to achieve academically, they must be able to access and comprehend grade level texts across content areas. Unfortunately, grade level texts are often inaccessible to ELLs and materials provided may be inappropriately matched to students' reading levels (Heffernan, 2016). Furthermore, acquisition of academic vocabulary poses a significant challenge for ELLs due to lack of exposure to key words. Many have not had the opportunity to develop a repertoire of academic vocabulary through exposure in school (Heffernan, 2016). Relevant research in the field of second language acquisition has revealed that language learners need time to build proficiency with academic language. In response to the obstacles of limited time and lack of exposure that ELLs face, educators need to foster the development of cognitive academic language proficiency (CALP) (Cummins 1979, 1981) in a systematic and efficient manner. In order for ELLs to efficiently expand their oral and reading vocabularies, it is essential for educators to design literacy programs across the K-12 curriculum which integrate skill development. One such way to provide students with this type of exposure and avoid the pitfalls of isolated and removed vocabulary learning is through focused shared reading instruction. Shared reading will expose ELLs to academic text in a scaffolded manner as a means to further their vocabulary knowledge. A quasi-experimental design will be used to measure the effectiveness of a shared reading intervention with 95 Spanish-speaking ELLs at the emerging level of second language acquisition or above in grades three through eight. Pre and post tests were administered to determine levels in the areas of academic vocabulary knowledge, high-frequency word knowledge, and self-efficacy in reading. The MAVA Vocabulary Assessment, Fountas and Pinnell High Frequency Word Assessment, and RSPS/RSPS2 Self- Efficacy in Reading Instrument were each administered in a pre and post an intervention period of twenty sessions. Results informed educators as to the potential benefits of shared reading as a method to contextualize tier two academic vocabulary for ELLs, as they are provided with multiple exposures to text in a low anxiety environment.

ISBN: 9781085560351Subjects--Topical Terms:

3423990
English as a second language--ESL.

English Language Learners and Academic Vocabulary: The Use of Targeted Shared Reading in Grades 3-8 as an Authentic Multiple Exposure Approach.
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500 $a Advisor: Guastello, EFrancine.
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520 $a For English Language Learners (ELLs) to achieve academically, they must be able to access and comprehend grade level texts across content areas. Unfortunately, grade level texts are often inaccessible to ELLs and materials provided may be inappropriately matched to students' reading levels (Heffernan, 2016). Furthermore, acquisition of academic vocabulary poses a significant challenge for ELLs due to lack of exposure to key words. Many have not had the opportunity to develop a repertoire of academic vocabulary through exposure in school (Heffernan, 2016). Relevant research in the field of second language acquisition has revealed that language learners need time to build proficiency with academic language. In response to the obstacles of limited time and lack of exposure that ELLs face, educators need to foster the development of cognitive academic language proficiency (CALP) (Cummins 1979, 1981) in a systematic and efficient manner. In order for ELLs to efficiently expand their oral and reading vocabularies, it is essential for educators to design literacy programs across the K-12 curriculum which integrate skill development. One such way to provide students with this type of exposure and avoid the pitfalls of isolated and removed vocabulary learning is through focused shared reading instruction. Shared reading will expose ELLs to academic text in a scaffolded manner as a means to further their vocabulary knowledge. A quasi-experimental design will be used to measure the effectiveness of a shared reading intervention with 95 Spanish-speaking ELLs at the emerging level of second language acquisition or above in grades three through eight. Pre and post tests were administered to determine levels in the areas of academic vocabulary knowledge, high-frequency word knowledge, and self-efficacy in reading. The MAVA Vocabulary Assessment, Fountas and Pinnell High Frequency Word Assessment, and RSPS/RSPS2 Self- Efficacy in Reading Instrument were each administered in a pre and post an intervention period of twenty sessions. Results informed educators as to the potential benefits of shared reading as a method to contextualize tier two academic vocabulary for ELLs, as they are provided with multiple exposures to text in a low anxiety environment.
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