Dissertation/Thesis Abstract

English Language Learners and Balanced Literacy Approach: Exploring the Efficacy of Read 180 with 11th and 12th Grade English Language Learners
by Stratton, Kristin L., M.Ed., Minot State University, 2018, 69; 13423779
Abstract (Summary)

This study investigated the efficacy of the Read 180 program and its impact on upper secondary ELL students participating in the Read 180 program. The targeted population consisted of four 11th and 12 th grade ELL READ 180 students attending a rural school with a school population of 884 students. To assess the effects of the Read 180 program, data was collected in regards to student reading, writing, speaking, and listening abilities from the beginning and the end of the 2017–2018 academic school year. Although this study was limited in duration and scope, it clearly shows that the Read 180 program had limited success in regards to student achievement in the areas of reading and writing. In addition, the data shows little to no progress for the target students in regards to listening and speaking. In addition, the study revealed that the students’ lack of a positive attitude in regards to the Read 180 program may have hindered student progress. Based on these findings, some pedagogical and teacher training recommendations are discussed, and a suggestion is included for future research.

Indexing (document details)
Advisor: Borden-King, Lisa
Commitee: Hintz, Kathryn, Pijning, Ernst
School: Minot State University
Department: Education
School Location: United States -- North Dakota
Source: MAI 58/03M(E), Masters Abstracts International
Subjects: English as a Second Language, Educational evaluation, Education
Keywords: Balanced literacy, English language learners, Literacy, Read 180
Publication Number: 13423779
ISBN: 978-0-438-74380-9
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