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Reading among former English languag...

Leckie, Alisa.

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Reading among former English language learners: The importance of the teacher and the possibilities for text.

Record Type:	Language materials, printed : Monograph/item
Title/Author:	Reading among former English language learners: The importance of the teacher and the possibilities for text./
Author:	Leckie, Alisa.
Description:	171 p.
Notes:	Source: Dissertation Abstracts International, Volume: 74-09(E), Section: A.
Contained By:	Dissertation Abstracts International74-09A(E).
Subject:	Education, English as a Second Language. -
Online resource:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3560793
ISBN:	9781303073953

Reading among former English language learners: The importance of the teacher and the possibilities for text.
Leckie, Alisa.

Reading among former English language learners: The importance of the teacher and the possibilities for text. - 171 p.

Source: Dissertation Abstracts International, Volume: 74-09(E), Section: A.

Thesis (Ph.D.)--The University of Arizona, 2013.

This dissertation is a case study that explores how 8th grade former English language learners, or RFEP students, interacted with texts in their social studies class across a unit of study on World War II. This study is based on three assertions: we have a limited understanding of language and literacy among newly reclassified adolescent English language learners due to a shift in state language policy, examining students' interactions with texts in a secondary content classroom is a valuable perspective, and the decisions teachers make to meet the perceived needs of their students warrants examination. The primary source of data in this study was the text annotations students completed when reading the teacher adapted texts. Annotations included any underlining, circling, questioning or commenting on the texts. Annotations were analyzed for patterns across students and across texts. Analysis of texts for linguistic features and structures was completed using the Coh-Metrix (Graesser, McNamara & Kulikowich, 2011) text analysis tool. Analysis of teacher talk during whole class text annotations as well as interviews with teachers and students showed additional patterns. Three key findings emerged: the teacher is a designer or relevant, meaningful and comprehensible instruction, teacher modeling matters to RFEP students, the adapted texts were used as instructional tools to promote content learning. These findings suggest directions for future research and have implications for practice. A critical area for research is the selection and adaptation of content area texts. With the advent of the Common Core State Standards and their emphasis on primary source documents and complex texts, it is essential to explore which texts are used and how they are adapted to facilitate access to those texts. This study also indicates the possibility for the further use of text annotations as a primary source of data for research and to facilitate instructional decisions by the teacher.

ISBN: 9781303073953Subjects--Topical Terms:

1030294
Education, English as a Second Language.

Reading among former English language learners: The importance of the teacher and the possibilities for text.
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100 1 $a Leckie, Alisa. $3 2092522
245 1 0 $a Reading among former English language learners: The importance of the teacher and the possibilities for text.
300 $a 171 p.
500 $a Source: Dissertation Abstracts International, Volume: 74-09(E), Section: A.
500 $a Adviser: Eliane Rubinstein-Avila.
502 $a Thesis (Ph.D.)--The University of Arizona, 2013.
520 $a This dissertation is a case study that explores how 8th grade former English language learners, or RFEP students, interacted with texts in their social studies class across a unit of study on World War II. This study is based on three assertions: we have a limited understanding of language and literacy among newly reclassified adolescent English language learners due to a shift in state language policy, examining students' interactions with texts in a secondary content classroom is a valuable perspective, and the decisions teachers make to meet the perceived needs of their students warrants examination. The primary source of data in this study was the text annotations students completed when reading the teacher adapted texts. Annotations included any underlining, circling, questioning or commenting on the texts. Annotations were analyzed for patterns across students and across texts. Analysis of texts for linguistic features and structures was completed using the Coh-Metrix (Graesser, McNamara & Kulikowich, 2011) text analysis tool. Analysis of teacher talk during whole class text annotations as well as interviews with teachers and students showed additional patterns. Three key findings emerged: the teacher is a designer or relevant, meaningful and comprehensible instruction, teacher modeling matters to RFEP students, the adapted texts were used as instructional tools to promote content learning. These findings suggest directions for future research and have implications for practice. A critical area for research is the selection and adaptation of content area texts. With the advent of the Common Core State Standards and their emphasis on primary source documents and complex texts, it is essential to explore which texts are used and how they are adapted to facilitate access to those texts. This study also indicates the possibility for the further use of text annotations as a primary source of data for research and to facilitate instructional decisions by the teacher.
590 $a School code: 0009.
650 4 $a Education, English as a Second Language. $3 1030294
650 4 $a Education, Secondary. $3 539262
650 4 $a Language, General. $3 1018089
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710 2 $a The University of Arizona. $b Language, Reading & Culture. $3 1024127
773 0 $t Dissertation Abstracts International $g 74-09A(E).
790 1 0 $a Rubinstein-Avila, Eliane, $e advisor
790 1 0 $a Anders, Patricia $e committee member
790 1 0 $a Iddings, Ana Christina $e committee member
790 $a 0009
791 $a Ph.D.
792 $a 2013
856 4 0 $u http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3560793