The purpose of this study was to determine what instructional strategies expert teachers of English language learners (ELLs) in the primary grades perceive as most effective for teaching reading to ELLs. Another purpose of this study was to determine what expert teachers of ELLs in the primary grades perceive as the barriers to the reading achievement of English learners. The final purpose of this study was to determine what strategies expert teachers of ELLs in the primary grades recommend to overcome perceived barriers. Quantitative data were collected from effective teachers who taught primary grades in Riverside County, California, using an electronic format. The effective teachers were identified based on teaching at a school with an API of 800 or more with an ELL population of 40% or more and based on data criteria. Effective teachers in the primary grades were chosen based on student achievement, Dynamic Indicators of Basic Early Literacy Skills (DIBELS) assessments, and site principal recommendations. A Likert scale was used for the survey. The effective teachers ranked effective instructional strategies in the five components of reading and had the ability to insert additional instructional strategies, barriers, and ways they overcame barriers in an open-ended question on the survey. The findings indicated the participants found the instructional strategies for teaching the five components of reading to be effective to teach ELLs in the primary grades to read. Based on the data analyzed, all teachers in the primary grades should be knowledgeable in the five components of reading as well as the effective instructional strategies for implementation. In addition to ensuring that teacher preparation programs and all current teachers in Grades K-3 are prepared for teaching reading to ELLs in the primary grades, this researcher also recommends that the leaders at the sites be well-versed in the five components of reading and effective instructional strategies. Additional research is recommended to identify leadership trends at the successful schools, such as accountability, data used to guide instruction, staff development planning, and student intervention programs.
|Commitee:||Kedziora, Martinrex, Platter, LaFaye|
|School Location:||United States -- California|
|Source:||DAI-A 77/01(E), Dissertation Abstracts International|
|Subjects:||English as a Second Language, Education, Reading instruction|
|Keywords:||Effective instructional strategies, English language learners, Five components of reading, Foundational skills, Primary grade|
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