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Improving Reading Engagement Through...

Hasso, Maryann Diana.

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Improving Reading Engagement Through the Use of English Language Learner Perceptions Toward Instructional Strategies.

Record Type:	Electronic resources : Monograph/item
Title/Author:	Improving Reading Engagement Through the Use of English Language Learner Perceptions Toward Instructional Strategies./
Author:	Hasso, Maryann Diana.
Description:	218 p.
Notes:	Source: Dissertation Abstracts International, Volume: 76-12(E), Section: A.
Contained By:	Dissertation Abstracts International76-12A(E).
Subject:	English as a second language. -
Online resource:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3718139
ISBN:	9781321978834

Improving Reading Engagement Through the Use of English Language Learner Perceptions Toward Instructional Strategies.
Hasso, Maryann Diana.

Improving Reading Engagement Through the Use of English Language Learner Perceptions Toward Instructional Strategies. - 218 p.

Source: Dissertation Abstracts International, Volume: 76-12(E), Section: A.

Thesis (Ed.D.)--Concordia University Chicago, 2015.

Low reading engagement skills of English language learner (ELL) students is a barrier to academic and vocational progress. Improving reading engagement in an academic setting can improve reading skills. This dissertation explored perceptions of ELLs regarding reading instructional strategies and support to determine what practices may encourage increased engagement. Feedback from students was used to measure whether reading instruction is meeting their needs. ELL reading strategies designed to improve communication skills are ineffective in many school districts because ELL students can come from such a wide variety of cultural backgrounds. This researcher's goal was to investigate the effectiveness of ELL reading strategies in improving their reading engagement using a sample population of Hispanic students. The interview questions developed in this dissertation investigated how ELL students respond to various types of strategies implemented by teachers to improve ELL reading engagement in an urban southern California high school. The approach was a qualitative design. Data was collected from a purposive sample of 10 ELL student participants. This approach led the researcher to discover reading strategies that ELL students believe are effective in improving reading engagement. Interviews written in English were used to collect data to help gain insight into the ELLs language problems from the subjects themselves. Egan's imaginative education theory was applied to analyze the struggles and successes ELL students experience in their day-to-day lives. According to this theory, teachers can use different strategies to improve students' understanding from one level to the next. Keywords: English language learners, reading strategies, qualitative research design.

ISBN: 9781321978834Subjects--Topical Terms:

516208
English as a second language.

Improving Reading Engagement Through the Use of English Language Learner Perceptions Toward Instructional Strategies.
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245 1 0 $a Improving Reading Engagement Through the Use of English Language Learner Perceptions Toward Instructional Strategies.
300 $a 218 p.
500 $a Source: Dissertation Abstracts International, Volume: 76-12(E), Section: A.
500 $a Adviser: Paul Sims.
502 $a Thesis (Ed.D.)--Concordia University Chicago, 2015.
520 $a Low reading engagement skills of English language learner (ELL) students is a barrier to academic and vocational progress. Improving reading engagement in an academic setting can improve reading skills. This dissertation explored perceptions of ELLs regarding reading instructional strategies and support to determine what practices may encourage increased engagement. Feedback from students was used to measure whether reading instruction is meeting their needs. ELL reading strategies designed to improve communication skills are ineffective in many school districts because ELL students can come from such a wide variety of cultural backgrounds. This researcher's goal was to investigate the effectiveness of ELL reading strategies in improving their reading engagement using a sample population of Hispanic students. The interview questions developed in this dissertation investigated how ELL students respond to various types of strategies implemented by teachers to improve ELL reading engagement in an urban southern California high school. The approach was a qualitative design. Data was collected from a purposive sample of 10 ELL student participants. This approach led the researcher to discover reading strategies that ELL students believe are effective in improving reading engagement. Interviews written in English were used to collect data to help gain insight into the ELLs language problems from the subjects themselves. Egan's imaginative education theory was applied to analyze the struggles and successes ELL students experience in their day-to-day lives. According to this theory, teachers can use different strategies to improve students' understanding from one level to the next. Keywords: English language learners, reading strategies, qualitative research design.
590 $a School code: 1711.
650 4 $a English as a second language. $3 516208
650 4 $a Instructional design. $3 3172279
650 4 $a Educational leadership. $3 529436
650 4 $a Reading instruction. $3 2122756
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710 2 $a Concordia University Chicago. $b Educational Leadership. $3 2098450
773 0 $t Dissertation Abstracts International $g 76-12A(E).
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793 $a English
856 4 0 $u http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3718139