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English reading/language arts instruction in first-grade classrooms serving English language learners: A cross-analysis of instructional practices and student engagement.

紀錄類型:	書目-語言資料,印刷品 : Monograph/item
書名/作者:	English reading/language arts instruction in first-grade classrooms serving English language learners: A cross-analysis of instructional practices and student engagement.
作者:	Mora-Harder, Maribel G.
面頁冊數:	168 p.
附註:	Source: Dissertation Abstracts International, Volume: 70-05, Section: A, page: 1601.
Contained By:	Dissertation Abstracts International70-05A.
標題:	Education, Language and Literature.
標題:	Education, Bilingual and Multicultural.
標題:	Education, Elementary.
標題:	Education, Reading.
標題:	Education, Curriculum and Instruction.
ISBN:	9781109175691
摘要、提要註:	This study was designed to provide information on the reading instructional practices of 36 first grade teachers in nine schools that serve predominantly Spanish-speaking and ELL students in a southeastern U.S. school district. The purpose of this investigation was to describe teaching practices employed during English language arts instruction and to examine their use in relation to instructional grouping strategies, teacher language use, and student engagement. Participating classrooms were observed three times throughout the 2006-07 school year. Data were collected via the Timed Observations of Student Engagement/Language (TO/SEL) classroom observation instrument (Foorman & Schatchneider, 2003). Paired sample t-tests, multivariate analyses of variance (MANOVA), and multiple regression analyses were employed to investigate the relationship among the following observed variables: allocation of reading instructional time, grouping strategies, teacher language use and student engagement.
電子資源:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3358313

English reading/language arts instruction in first-grade classrooms serving English language learners: A cross-analysis of instructional practices and student engagement.
Mora-Harder, Maribel G.

English reading/language arts instruction in first-grade classrooms serving English language learners: A cross-analysis of instructional practices and student engagement. - 168 p.

Source: Dissertation Abstracts International, Volume: 70-05, Section: A, page: 1601.

Thesis (Ph.D.)--University of Miami, 2009.

This study was designed to provide information on the reading instructional practices of 36 first grade teachers in nine schools that serve predominantly Spanish-speaking and ELL students in a southeastern U.S. school district. The purpose of this investigation was to describe teaching practices employed during English language arts instruction and to examine their use in relation to instructional grouping strategies, teacher language use, and student engagement. Participating classrooms were observed three times throughout the 2006-07 school year. Data were collected via the Timed Observations of Student Engagement/Language (TO/SEL) classroom observation instrument (Foorman & Schatchneider, 2003). Paired sample t-tests, multivariate analyses of variance (MANOVA), and multiple regression analyses were employed to investigate the relationship among the following observed variables: allocation of reading instructional time, grouping strategies, teacher language use and student engagement.

ISBN: 9781109175691Subjects--Topical Terms:

423004
Education, Language and Literature.

English reading/language arts instruction in first-grade classrooms serving English language learners: A cross-analysis of instructional practices and student engagement.
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245 1 0 $a English reading/language arts instruction in first-grade classrooms serving English language learners: A cross-analysis of instructional practices and student engagement.
300 $a 168 p.
500 $a Source: Dissertation Abstracts International, Volume: 70-05, Section: A, page: 1601.
500 $a Adviser: Jeanne Shay Schumm.
502 $a Thesis (Ph.D.)--University of Miami, 2009.
520 $a This study was designed to provide information on the reading instructional practices of 36 first grade teachers in nine schools that serve predominantly Spanish-speaking and ELL students in a southeastern U.S. school district. The purpose of this investigation was to describe teaching practices employed during English language arts instruction and to examine their use in relation to instructional grouping strategies, teacher language use, and student engagement. Participating classrooms were observed three times throughout the 2006-07 school year. Data were collected via the Timed Observations of Student Engagement/Language (TO/SEL) classroom observation instrument (Foorman & Schatchneider, 2003). Paired sample t-tests, multivariate analyses of variance (MANOVA), and multiple regression analyses were employed to investigate the relationship among the following observed variables: allocation of reading instructional time, grouping strategies, teacher language use and student engagement.
520 $a Several key findings emerged. Participating teachers spent a greater amount of time on meaning-focused reading instruction (i.e., writing, reading texts, reading comprehension) than on code-focused reading instruction (i.e., word work, spelling, reading fluency, phonemic awareness), both during all four observed grouping strategies and after controlling for individual student seat work. In addition, of five key collapsed instructional variables (word work/spelling, oral language, writing, reading texts, and reading comprehension), teachers spent most time on word work/spelling (19%) and writing (18%). Reading texts and reading comprehension instruction together comprised 26% of total instructional time. Whole class instruction was the grouping strategy of choice among teachers (65% of total observed time); in sharp contrast, teachers spent 11% of observed time engaged in small group instruction, despite research findings supporting the effectiveness of sound grouping instruction. In addition, as little as 1% of teachers' total instructional time was spent in oral language/discussion, and 6% of total instructional time was spent in vocabulary instruction.
520 $a The results also demonstrated little variation in teacher language use. Thus, evidence of "codeswitching" was not significant. Student engagement was high---91% of total time students were observed; and was highest during writing and word work/spelling instruction. More longitudinal research is warranted that further explores precisely documented teacher reading instructional practices in relation to student outcomes with culturally and linguistically diverse student populations. Implications for practice include teacher training and professional development on managing small group instruction, and incorporating additional oral language/discussion, vocabulary and meaningful tasks into daily classroom activities.
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650 4 $a Education, Elementary. $3 207386
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650 4 $a Education, Curriculum and Instruction. $3 423008
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