Date of Award
1-1-2009
Document Type
Dissertation
Degree Name
Ph.D.
Department
Educational Administration and Policy Studies
First Advisor
Linda L. Brookhart, Ph.D.
Second Advisor
Janette Benson
Third Advisor
P. Bruce Uhrmacher
Fourth Advisor
Carolyn Mears
Keywords
Reading, Instruction, English as a second language, English language learners, Kindergarten, Teachers, ESL
Abstract
This research was designed to describe, analyze, and interpret what reading strategies experienced kindergarten teachers believe are essential to instruct English-as-a-Second-Language learners how to read. Through in-depth interviews, experienced kindergarten teachers were given a voice to describe what they consider essential reading strategies to instruct English-as-a-Second-Language learners to learn how to read.
The participants were four licensed, non-probationary kindergarten teachers instructing reading in English to a minimum of 51% English-as-a-Second-Language population. Selected kindergarten programs were consistent in program design. Processes were influenced by the gateway approach. The stories teachers told about their experiences in teaching ELLs how to read was a means to connect with narrator experiences.
The excerpted narratives for each participant required an understanding of the narrator's story in the context of their environment, their experience, and through the salient stories they shared. Patterns were discovered and shared in excerpted narratives and ultimately global themes were derived. Finally, this study has provided kindergarten teachers and administrators with practical knowledge regarding what is essential to instruct reading to English Language Learners in kindergarten.
Publication Statement
Copyright is held by the author. User is responsible for all copyright compliance.
Recommended Citation
Penn, Emma Kaye, "Common Strategies Used by Kindergarten Teachers to Instruct Reading to English-as-a-Second-Language Students" (2009). Electronic Theses and Dissertations. 505.
https://digitalcommons.du.edu/etd/505
Provenance
Received from ProQuest
Rights holder
Emma Kaye Penn
File size
167 p.
Copyright date
2009
File format
application/pdf
Language
en
Discipline
Reading instruction, Early childhood education
Included in
Bilingual, Multilingual, and Multicultural Education Commons, Educational Assessment, Evaluation, and Research Commons, Educational Methods Commons, Elementary Education Commons